si^^' 



'^m 



"^^Mm 




M;; 



.^s 














;-^V,<'r'';'^Sv;.,^.:;'W 




^^ 



SOLICITORS' Handbook 



FOR THE USE OF THE 



Field Representatives 



.OF 



The International Correspondence Schools, 



OF SCRANTON, PA. 




The Colliery Engineer Company, 



SCRANTON, Pa. 



1901. 



1^ e 6 ■•) 1 



THE LtBRARY OF 
CONGRESS, 

Two Copies Received 

MAY. 7 1901 

Copyright entrv 
CLASS ^XXc. N«. 

COPY a 



Copyright, 1901. 
The Colliery Engineer Company 

SCR ANTON, Pa. 



Entered at Stationers' Hall, London. 



All rights reserved* 



Printed in the United States. 



i0864 



I 



Preface. 



This book is issued by The Colliery Engineer Com- 
pany, proprietors of The International Correspondence 
Schools, for the use of its representatives in the field. 
It contains such data regarding the Schools, Faculty, 
and Courses of Instruction as will assist the field men 
in presenting the advantages of our system to pro- 
spective students. 

It is fully indexed and space has been provided at 
the back for the insertion of additional leaves contain- 
ing printed or written matter. 

That the book will lighten the labors and increase 
the earnings of each representative is the wish of 

The Editor. 



TABLE OF CONTENTS. 



Advanced Algebra Course, 368. 

Advantages of the System, 12, 13, 14, 15, 16. 

Air Brake Course, 134, 135, 136, 139, 141, 142, 144, 145, 146, 149, 151, 152. 

Architectural Drawing and Design Course, 265, 266, 267, 268, 269, 270, 271, 272, 

273, 274, 275, 276, 277, 280, 370, 371. 
Architectural Drawing Course, 344, 345, 346, 349, 350, 351, 352, 380. 
Bookkeeping and Business Forms Course, 282, 283, 284, 285, 286, 288, 289, 291, 

292, 293, 294, 295, 296, 297, 300, 301, 302, 307, 376. 
Bridge Engineering Course, 153, 154, 155, 158, 163, 164, 165, 166, 167, 171, 366, 

367. 
Building Contractors' Course, 265, 268, 269, 271, 272, 273, 274, 275, 276, 277, 278, 

370, 371. 
Civil Engineering Course, 153, 154, 156, 162, 163, 164, 165, 166, 167, 168, 169, 

170, 171, 172, 366, 367, 368. 
Complete Architectural Course, 265, 266, 267, 268, 269, 270, 271, 272, 273, 274, 

275, 276, 277, 278, 279, 280, 370, 371. 
Complete Chemistry Course, 248, 249, 250, 251, 252, 253, 254, 255, 256, 257, 258, 

259, 260, 261, 262, 263, 264, 369. 
Complete Coal Mining Course, 199, 200, 201, 202, 203, 204, 205, 206, 207, 208, 

209, 210, 211, 374. 
Complete Commercial Course, 281, 283, 284, 285, 286, 287, 288, 289, 290, 291, 

292, 293, 294, 295, 296, 297, 298, 299, 300, 301, 302, 303, 304, 305, 306, 307, 
308, 376. 

Complete Lettering and Sign Painting Course, 333, 334, 335, 336, 337, 338, 339, 

340, 341, 342, 343. 
Complete Mechanical Course, 17, 18, 19, 20, 21, 23, 24, 26, 27, 28, 29, 30, 359, 

360. 
Complete Stenographic Course, 281, 283, 284, 285, 286, 287, 288, 290, 291, 292, 

293, 294, 295, 296, 297, 298, 299, 300, 302, 303, 304, 305, 306, 308, 376. 
Complete Teachers' Course, 353, 354, 355, 356, 357, 377, 378. 

Diplomas and Certificates, 382. 

District OflBces, 1. 

Electric Car Running Course, 87, 88, 98, 99, 100, 103, 104, 105, 106, 107, 108, 

363, 364. 
Electrical Course, 72, 73, 78, 79, 80, 81, 82, 363, 364. 



Electrical Engineering Course, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 

363, 364, 381. 
Electricity, School of, 71, 363. 
Electric Lighting, 89, 94, 97, 101, 363, 364. 

Electric Power and Lighting, 90, 91, 92, 93, 95, 96, 101, 102, 363, 364. 
Electric Railway Course, 85, 86, 94, 97, 102, 363, 364. 
Electrotherapeutic Course, 227, 228, 229, 230, 231, 232, 233, 234, 235, 236, 237, 

238, 239, 240, 241, 242, 244, 245, 246, 247. 
Endorsed by High-Class Publications, 383. 
Endorsements, Home, 385. 
English Branches Course, 309, 310, 311, 312, 313, 314, 315, 316, 317, 318, 319, 

377. 
Faculty Officers, 3. 
Faculty, Schools, and Courses, 359. 
Farm Machinery, 41, 42, 43, 44, 45, 360. 
Full Mining Course, 199, 206, 212, 220, 226, 374, 375. 
Gas Engineering, 31, 32, 33, 34, 35, 360. 
Gas Fitting Course, 173, 174, 176, 177, 178, 179, 180, 181, 182, 183, 184, 185, 187, 

372, 373. 
Heating and Ventilation Course, 173, 175, 178, 179, 180, 181, 182, 183, 184, 185, 

372, 373. 
Home Endorsements, 385, 386, 387, 388, 389, 390, 391, 392, 393, 394, 395, 396, 

397, 398, 399, 400, 401 , 402, 403, 404, 405, 406, 407, 408, 409, 410. 
Home Office, 1. 
How to Enroll, 384. 
Hydraulic Engineering Course, 153, 154, 155, 156, 161, 163, 164, 165, 166, 167, 

168, 169, 170, 366, 368. 
Instruction Papers, 5. 

Lettering and Sign Painting Course. (See Complete Lettering and Sign Paint- 
ing Course. ) 
Locomotive Running Course, 134, 135, 136, 137, 138, 141, 142, 143, 144, 145, 146, 

147, 148, 150, 151, 152, 362, 363. 
Marine Engineering Course, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 361. 
Mechanical, Complete Course. (See Complete Mechanical Course. ) 
Mechanical Drawing Course, 17, 18, 21, 22, 25, 344, 345, 346, 347, 348, 351, 352, 

360, 380. 
Mechanical Engineering, School of, 17, 359. 
Mechanical-Locomotive Course, 134, 135, 136, 140, 141, 142, 143, 144, 145, 146, 

147, 148, 149, 150, 151, 152, 26. 
Metal Mining Course, 212, 213, 214, 215, 216, 217, 218, 219, 220, 221, 222, 223, 

224, 225, 375. 

Metal Prospectors' Course, 212, 213, 214, 218, 219, 220, 221, 222, 223, 375. 

Method of Instruction, 6, 7. 

vi 



Methods of Teaching Course, 353, 354, 377, 378. 

Municipal Engineering, 153, 154, 155, 156, 160, 163, 164, 165, 166, 167, 168, 169, 

366, 368. 
Nurses' Electrical Course, 227, 228, 229, 230, 231, 232, 235, 236, 237, 238, 239, 

240, 241, 242, 243, 244, 245, 246, 247. 
Offices, Home and District, 1. 
Origin of the Schools, 4. 
Ornamental Design Course, 320, 321, 322, 323, 324, 325, 326, 327, 328, 329, 330, 

331, 332, 370, 379. 
Plumbing, Heating and Ventilation Course, 173, 174, 175, 176, 177, 178, 179, 

180, 181, 182, 183, 184, 185, 186, 187, 372, 373. 
Pi-esident, 358. 
Eailroad Engineering Courses, 153, 154, 156, 159, 163, 164, 165, 166, 167, 168, 

170, 172, 366, 367. 
Railway Department, 134. 
Refrigeration, 36, 37, 38, 39, 40, 359, 360. 
School Drawing Course, 355, 356, 357, 377, 378, 379 
School of Architecture, 265, 370, 371. 
School of Bookkeeping and Stenography, 281 , 376. 
School of Chemistry, 248, 369. 
School of Design, 320, 371. 
School of Drawing, 344, 369, 370. 
School of Electrotherapeutics, 227, 365. 
School of Civil Engineering, 153, 366, 367, 368. 
School of Electricity, 71, 361. 
School of English Branches, 309, 377. 
School of Lettering and Sign Painting, 333. 
School of Marine Engineering, 59, 361. 
School of Mathematics and Mechanics, 368. 
School of Mechanical Engineering, 359, 360. 
School of Mines, 199, 374, 375. 
School of Pedagogy, 353, 377. 

School of Plumbing, Heating and Ventilation, 173, 372. 
School of Sheet Metal Work, 188, 372. 
School of Stationary Engineering, 46, 360, 361. 
School of Telephony and Telegraphy, 109, 365, 366. 
Sheet Metal Pattern Drafting Course, 188, 189, 190, 191, 192, 193, 194, 195, 196, 

197, 372. 
Short Coal Mining Course, 199, 200, 201, 203, 205, 209, 210, 211, 372. 
Stationary Engineering Course, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 

360, 361. 
Stenographic, Complete Course. (See Complete Stenographic Course.) 



Students and Graduates, 2. 

Surveying and Mapping Course, 153, 154, 155, 157, 166, 167, 168, 170, 366. 

Scholarship Certificate, 384. 

Students' Aid Department, 411, 412, 413, 414, 415, 416, 417, 418, 419, 420, 421, 

422, 423, 424, 425, 426, 427, 428, 429, 430, 431, 432, 433, 434, 435, 436, 437, 

438, 439, 440, 441. 
Telegraphy Course, 121, 122, 123, 124, 125, 126, 127, 128, 129, 365, 366, 381. 
Telephony Course, 109, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120, 365, 

366, 381. 
Trainmen's Course, 134, 135, 136, 139, 141, 142, 144, 145, 146, 147, 148, 149, 151, 

152. 
Wiring and Bellwork, 130, 131, 132, 133. 



viii 



^ 



The International 
Correspondence Schools 



SCRANTON, PA., U.S. A. 



THE COLLIERY ENGINEER COMPANY, 

PROPRIETORS. 
T. J. FOSTER, PRESIDENT. 



%, 










0'^ 


1 




ajpii ^a^^|^^^> ' f^^^A,^^^^ "^^ !^^^K^B|M^B 


J., 

i 







afli 



SIDE View of School Buildings, Wyoming Avenue, Scranton, Pa. 



HOME OFFICE, 

Wyoming Avenue, Scranton, Pa. 



DISTRICT ENROLLMENT OFFICES. 



Portland, Me., 1 Boyd Building. 
Boston, Mass., 7th Floor, Colonial Bldg., 

100 Boylston Street. 
Hartford, Conn., 2&-29 Stearns Building. 
New York, N.Y.,9th Floor, Spinning Wheel 

Building, 7 W. 22d Street. 
Philadelphia, Pa., 112 N. Broad Street. 
Washington, D. C, 619 Penna. Ave., N. W. 
Pittsburg, Pa., Room B, Park Building. 
Toronto, Ont., 413 Temple Building. 
Buffalo, N.Y., 420-426 Ellicott Square. 



Cleveland, Ohio, 636 Rose Building. 
Cincinnati, Ohio, 16 E. 4th Street. 
Chicago, III., 10th Floor, Manhattan 

Building. 
St. Louis, Mo., 412 Union Trust Building. 
San Francisco, Cal., Examiner Building, 

11 Third Street. 
Seattle, Wash., 210 New York Block. 
Syracuse, N. Y., 400 University Building. 
Scranton, Pa. (Central Pa.), Guernsey 

Building. 



J 



STIDENTS AND GRADIATES, FEBRUARY, 1901. 



UNITED STATES. 

Alabama 1,275 

Alaska 101 

Arizona 556 

Arkansas 548 

California 7,451 

Colorado 4,395 

Connecticut 8,477 

Delaware 1,048 

District of Columbia 1,426 

Florida 625 

Georgia 1,600 

Idaho 803 

Illinois 16,775 

Indiana 5,903 

Indian Territory 150 

Iowa ". 4,985 

Kansas 3,698 

Kentucky 1,703 

Louisiana 1,052 

Maine 4,403 

Maryland 3,274 

Massachusetts 18,051 

Michigan 8,875 

Minnesota 3,948 

Mississippi 498 

Missouri 7,924 

Montana 1,749 

Nebraska 2,200 

Nevada 217 

New Hampshire 2,173 

New Jersey 8,998 

New Mexico 152 

New York 31,725 

North CaroUna 675 

North Dakota 265 

Ohio 18,778 

Oklahoma 176 

Oregon 975 

Pennsylvania 41,155 

Rhode Island 3,048 

South Carolina 877 

South Dakota 424 

Tennessee 1,173 

Texas 2,776 

Utah 1,200 

Vermont 798 

Virginia 2,673 

Washington 2,900 

West Virginia 1,722 

Wisconsin 6,187 

Wyoming 685 

CANADA. 

Alberta 151 

Assiniboia 225 

British Columbia 1,374 

Manitoba 549 



CANADA.— (Con.) 

New Brunswick 475 

Nova Scotia 850 

Ontario 6,508 

Prince Edward Island 56 

Quebec 1,721 

Saskatchewan 1 

Yukon 10 

MEXICO. 

Aguas Calientes 9 

Chiapas 1 

Chihuahua 54 

Coahuila 26 

Durango 42 

Guanajuato 29 

Hidalgo 27 

Jalisco 12 

Lower California 3 

Mexico 123 

Michoacan 3 

Nuevo Leon 21 

Queretaro 6 

San Luis Potosi 22 

Sinaloa 10 

Sonora 34 

Tamaulipas 6 

Vera Cruz 19 

Yucatan 3 

Zacatecas 15 

CENTRAL AMERICA 31 

WEST INDIES. 

Antigua 3 

Bahamas 7 

British West Indies .... 16 

Cuba 158 

Danish West Indies ... 3 

Hayti 5 

Jamaica 147 

Porto Rico 37 

Santo Domingo 3 

EAST INDIES 3 

BERMUDA 7 

NEWFOUNDLAND 59 

SOUTH AMERICA. 

Argentine Republic .... 8 

Bolivia 2 

Brazil 14 

British Guiana 16 

Chile 11 

Colombia 12 

Dutch Guiana 1 

Ecuador 2 

Peru 2 



SOUTH AMERICA.— (Con,) 

Uruguay 2 

Venezuela 11 

EUROPE. 

Austria 3 

Belgium 11 

Denmark 5 

England 192 

France 18 

Germany 19 

Greece 1 

Holland 9 

Ireland 4 

Italy 4 

Malta 2 

Norway 6 

Russia 5 

Scotland 36 

Spain 9 

Sweden 11 

Switzerland 8 

Turkey 2 

Wales 16 

ASIA. 

Asia Minor 1 

Burmah 3 

Ceylon 8 

China 37 

East Siberia 2 

India 65 

Japan 24 

Java 2 

Korea 5 

Ladrone Islands 12 

Philippine Islands 168 

Siam 6 

Straits Settlements 7 

Sumatra 5 

AFRICA. 

Angola 3 

British East Africa 1 

Cape Colony 15 

Egypt 5 

Madagascar 1 

Madeira 1 

Masho^aland 2 

Mauritius 1 

Natal 8 

So. African Republic 85 

OCEANIA. 

Australia 53 

Ha vvaiian Islands 106 

New Zealand 205 

Samoa 2 

Tasmania 13 



FACILTY OFFICERS. 

THOMAS J. FOSTER, President of The International Correspondence Schools. 
JOHN JESSE CLARK, M. E., Dean of the Faculty. 



PRINCIPALS. SCHOOLS. 

CHARLES PRENTICE TURNER. M. E., MECHANICAL ENGINEERING. 

JOHN ALEXANDER GRENING, STEAM ENGINEERING. 

JOHN ALEXANDER GRENING MARINE ENGINEERING. 

JAMES FRANCIS COSGROVE, LOCOMOTIVE RUNNING. 

ROBERT BAIRD WILLIAMSON, M. E., ELECTRICITY. 

HENRY STORRS WEBB, M. S TELEPHONY AND TELEGRAPHY. 

WILLIAM F. BRADY', M. D., ELECTROTHERAPEUTICS. 

WILLIAM SCOTT-COLLINS, Architect, ARCHITECTURE. 

THOMAS N. THOMSON, Sanitary Engineer, PLUMBING, HEATING, AND VENTILATION. 

CHARLES DWIGHT MONTAGUE, SHEET-METAL WORK. 

BENJAMIN FRANKLIN LA RUE, Civil Engineer CIVIL ENGINEERING. 

JAMES THOM BEARD, C. E., E. M., Coal Mining, MINES. 

HENRY MARQUETTE LANE, M.E., Metal Mining, MINES. 

GEORGE HERMANN DIMPFEL, Ph. D., CHEMISTRY. 

LOUIS ALLEN OSBORNE, DESIGN. 

LARS HARALD KJELLSTEDT, C. I., DRAWING. 

CHARLES JAMES ALLEN, LETTERING AND SIGN PAINTING. 

NELSON HINDLEY^ PROUTY BOOKKEEPING AND STENOGRAPHY. 

JOHN LOWREY^ MARTIN, C. E., MATHEMATICS AND MECHANICS. 

CARRIE W. FAUST, M. of E ENGLISH BRANCHES. 

WILLIAM B. RIDENOUR, A. M., PEDAGOGY. 



TEXTBOOK DEPARTMENT. 



ANTONIO LLANO, C. E PROFESSOR OF CIVIL ENGINEERING. 

GEORGE McCREA ROBSON, M. A PROFESSOR OF MATHEMATICS. 

MAURICE MECASKEY SLOAN, . PROFESSOR OF IRON AND STEEL CONSTRUCTION. 
ERNEST KONRAD RODEN, Lieut. S. N. R., . . PROFESSOR OF NAUTICAL SCIENCES. 

DAVID PETRI-PALMEDO, M. E PROFESSOR OF APPLIED MECHANICS. 

HARRY ROLFE, PROFESSOR OF STEAM ENGINEERING. 



ASSAYING DEPARTMENT. 

FRANK HERBERT LERCHEN, E. M., CHIEF ASSAYER. 



ILLLSTRATING DEPARTMENT. 

CHARLES JACOB HAYES CHIEF ILLUSTRATOR. 

DRAFTSMEN. 

Darwin Comings, William McIntosh, Milton O'Connell, 

Rudolph Presch, George B. Swainson, William Core, 

Henry Litt, Ralph W. Waring, Adam Kaufman, 

OssiAN Hedengren, John Litt, Daniel F. O'Hora, 

Edward A. Wader, Frank Noble, Henry A. Maier, 

Julius M. a. Clouard, Robert Burrell Marshall, Charles H. Foggett, 

Harry Brockway Artley, Thomas Flanagan, William Workman, 

Earl Thatcher, Elmer S. Burruss, Joseph Delbosco. 

Charles Hanna. 



The above named Engineers, Writers, and Draftsmen work exdusivdy for The International Corre- 
tpondenee Schools. They are not employed in any capacity by any other concern. 

3 



Mines^Minerals 



I MCTALLUROICAl. JOURr 



BRIQWETTING MACHINERY AND DRYERS. 



ORIGIN or THE SCHOOLS. 

The origin and location in Scranton, Pa., of the Schools are due to the 
demand by the miners of Pennsylvania for special education to help them pass 
the mine-law examinations. 

The Colliery Engineer and Metal Miner (now Mines and Minerals), 
the leading mining and metallurgical journal of this country, was then, and is at 
the present time, occupied exclusively with discussions of mining methods and 
mine machinery, designed to educate miners and mine officials. This created 
such a desire for education that, in 1891, Mr. T. J. Foster, the President, prepared 
and advertised Correspondence Courses of Instruction in Coal Mining. No ex- 
pense was spared to make the Instruction Papers thorough, clear, and concise. 
Since then other Courses have been added, over 250,000 students have been 
enrolled, and instruction is now given in 40 trades and engineering professions, 

as well as in Ornamental Design, Com- 
mercial and English Branches. 

The Schools are owned by The Col- 
liery Engineer Company, proprietors of 
the miningpublication above mentioned. 
The remarkable success of the institu- 
tion is one of the greatest educational 
achievements of the century. Over 
1,400 persons are employed in the 
various departments. 

The Schoolof Mines first occupied 
two rooms in the Coal Exchange Build- 
ing, Scranton, Pa. Later on this was 
increased to twenty-four rooms. From 
time to time additional offices were 
occupied in other buildings, until plans 
were prepared by W. Scott-Collins, Prin- 
cipal of the School of Architecture, and 
a magnificent school building and a 
printing plant were erected on Wyoming 
Avenue, at a cost of |250,000. The larger building is five stories high, and 
covers a ground space of 6,942 square feet; while the smaller is four stories, 
and covers 2,646 square feet. The present quarters are inadequate, and other 
buildings are contemplated. 

Results attained under the International system are the causes of its 
remarkable growth. The letters published in this Circular are specimens 
of thousands in the possession of the Schools, all acknowledging the indebt- 
edness of the students for self-improvement and success. These Facts out- 
weigh any arguments that can be offered on the advantages of the International 
system. The Schools have made architects and contractors of carpenters, 
mechanical engineers of machinists, civil engineers of surveyors, electrical 
engineers of electrical workers, steam engineers of firemen and laborers, mine 
superintendents of miners, and sanitary engineers of plumbers; while thousands 
of others have improved their prospects and positions through their studies. 
Their enthusiastic endorsements of the Schools convince the most skeptical of 
the splendid opportunities offered by the International system of education. 




"The Xxler Double Crimped Minirs Screeh.-- "^^^SSI!?.; 



THE INSTRICTION PAPERS. 

One of the principal features of the International system of instruction is 
the use of specially prepared and illustrated Instruction and Question Papers, 
in place of the textbooks used in the ordinary resident school. This is 
necessary on account of the conditions that must be met in correspondence 
instruction. 

Much of the success of the Schools is due to the excellence of these 
Instruction Papers. They are written by men of broad technical education, 
who have been carefully selected on account of special fitness for the work. 
Each Paper is edited by one or more engineers well versed in the subject 
treated. Expert operators check every calculation on calculating machines. 




Library for Use of Textbook Writers and Principals. 



A large and costly library of standard technical and scientific books is at hand 
for reference. 

These Papers are printed in pamphlet form, of from 10 to 100 pages, and 
can readily be folded and carried in the pocket for study during the noon 
hour or other spare time. Each Paper is complete in itself and contains all 
the instruction required for the mastery of the next Paper. The writers 
assume that the student knows nothing about the subject in hand that has 
not been treated in a previous Paper; but include nothing that is not necessary 
for a complete understanding of it. The information given is in accordance 
with the best practice of the profession on which it treats. Only the plainest 
language is emplo3'ed, and many facts, principles, and processes that would 
otherwise be hard to understand, are made clear by the use of high-grade zinc 
etchings and half-tone illustrations. 

5 




An I. C. S. Student Studying. 



METHOD OF INSTRICTION. 

As soon as the student is enrolled, his first and second Instruction and 
Question Papers are sent to him, accompanied by directions for proceeding 
with the work, '' Information Blanks," and a supply of envelopes. 

After carefully reading the directions, he studies the first Instruction 
Paper, and works out the examples for practice. If he meets with any 

difiiculty, he fills out an Informa- 
tion Blank, giving full particulars, 
sends it to the Schools, and pro- 
ceeds with his studies. A full 
written explanation of the matter 
is promptly forwarded from the 
Schools, and he is encouraged to 
write for special information at 
any time. After mastering the 
contents of the first Instruction 
Paper, he takes up the accom- 
panying Question Paper, and 
writes his answers to the test 
questions. He then forwards 
these answers to the Schools, and 
proceeds to study the second Instruction Paper. 

When the sets of answers are received at the Schools they are first 
reviewed by women examiners specially trained for this work. They care- 
fully go over the work, checking in red ink such errors as exist in arithmetic, 
spelling, punctuation, etc. The answers are then submitted to the Principals 
and male Instructors for final examination and correction of such sub- 
jects as the examiners are not 
competent to correct. When an 
error is discovered, it is not 
only indicated in red ink, but 
a careful explanation of that 
particular problem is written on 
the back of the sheet. When- 
ever necessary, special exercises 
and letters of explanation are 
sent to the student. 

After being corrected, the 
Papers are entered upon the 
books as passed, if a mark of 90 
per cent, has been attained; 
which is generally the case if 
the student has carefully studied the Instruction Paper. If his mark falls 
below 90 per cent., he is required to review the incorrect portions until 
mastered. The answers are then returned, accompanied by a Percentage Slip 
and the third set of Papers. By this system the student always has one 
Paper to study while his work on a previous Paper is being corrected. 

So effective is our system that we guarantee the successful completion of 
any Course to any one of average intelligence that will study as we direct. 




An I. C. S. Student " Reciting. 



METHOD OF INSTRUCTION. 

The Instruction Paper on Drawing and a mailing tube for returning 
the finished Plate are sent with the first Arithmetic Paper. Detailed direc- 
tions are given for the use of instruments, making the first Plate, and sending 
in the work. Beginning with the drawing of simple lines, the student is 
gradually advanced to actual working plans of mechanical and architectural 
constructions. The model Plates are smaller than the required Plate. He 
thus makes an original drawing according to scale. The corrections on Draw- 
ing Plates are made in pencil, so as not to spoil their appearance. 

If the student meets with continued difiiculty in the study of any subject, 
a "Special Instructor" is, on request, assigned to him (without extra charge), 
who gives personal attention to his case, until the subject is completed. 




ExAMixEKS Making First Corrections of Students' Work. 

(See Page 6.) 

Finely engraved Certificates of Progress are granted upon the completion 
of each Division of a Course, and a Certificate of Proficiency, or Diploma, is 
awarded when the student attains 90 per cent, on his final examination. 

The University of Chicago has been teaching by mail for some time, and 
President Harper, the noted teacher of ancient languages, says: 

"There is a great deal said against it; there is more to be said in favor of 
it. It is without question true that, in linguistic work, the work done hy cor- 
respondence is even better than that done in the classroom ^ * -^ * and we do 
not mean to say that we are not doing our very best for students in the class- 
room. The correspondence student does all the work himself; he does it in 
writing, and in the learning of a language nothing can take the place of writing. 
He does twenty times as much reciting as he would in a class where there are twenty 
people; he works out the difficulties himself, and the results stay by him.^^ 

7 



BOIND VOLIMES OF INSTRICTION PAPERS. 

Realizing the great value of the Instruction Papers and Drawing Plates to 
those who have studied them, and the desirability of preserving them for 
reference, the Schools have reprinted them on special paper and bound them 
into handsome half-leather volumes. They are now furnished to the student 
by The Colliery Engineer Company as soon as he enrolls ( if he pays for his 
Course in cash) or as soon as he has made the second installment payment 
on his Course. So long as he lives up to his contract they cannot be taken 
from him. They are duplicate sets of the Instruction and Question Papers 
sent to the student throughout his Course, and are supplied in addition to 
them. Following are descriptions of the contents of some of the Bound 
Volumes: 

Electric Power and Lighting Course. 

Volume I (316 pages) of the Electric Power and Lighting Course includes 
the Instruction and Question Papers on Arithmetic, Formulas and Mensuration, 




Bound Volumes of the Electric Power a.nd LiCHXiNii Course. 

and Mechanics. These comprise all the mathematics and i:)hysics necessary to 
understand the subject of Electric Power and Lighting. 

Volume II (428 pages) includes the Instruction and Question Papers on 
Dynamos and Motors, Electric Lighting, and Electric Jiailicaus. 

Volume III (40 pages, size 14^^^ X H^^ opening to 29^^ X H^O includes 
the Instruction Papers on Geometrical and Mechanical Drawing, and the sixteen 
drawing plates of the Course. Each plate is arranged so that the directions 
for drawing it are on the opposite page. 

Volume IV (39 pages) is a compilation of all the tables and formulas used 
in the body of the Course, as given in Volumes I and II. It is very convenient 
for reference, either in study or at work in the shop or office. 

Volume V (186 pages) is a key containing answers to all the questions 
given in Volumes I and 11. 



BOIND VOLIMES OF INSTRICTION PAPERS. 

Complete Mechanical Course. 

Volume I (602 pages) includes the Instruction and Question Papers on the 
preliminary subjects: Arithmetic, Algebra, Logarithms, Geometry and Trigonome- 
try, Elementary Mechanics, Hydromechanics, Pneumatics, and Heat. 

Volume II (612 pages) includes the Instruction and Question Papers on 
Steam and Steam Engines, Strength of Materials, Applied Mechanics, and Steam 
Boilers. Steam and Steam Engines treats on the properties of steam and use of 
steam tables, use of the indicator and reading indicator diagrams, calculation 
of horsepower, and the principles of condensers, simple, compound, and con- 
densing engines. Steam Boilers discusses the construction and care of the 
leading types of boilers, economical use of fuels, the strength of boilers, horse- 
power of boilers, boiler attachments, boiler tests, and inspection. Strength of 
Materials fully treats methods of calculating the strength of shafts, ropes, 
chains, and beams, and includes many formulas of great practical value. 




\ 



\ 



BouND Volumes of the Complete Mechanical Course. 

Applied Mechanics discusses the construction of the principal types of mecha- 
nisms, such as engine-lathe trains, quick-return motions, valve gears, link 
motions, governors, gear-teeth, and the measurement of power. 

Volume III (548 pages) includes the Instruction and Question Papers on 
Machine Design and Dynamos and Motors. The three Papers on Machine Design 
are copiously illustrated with drawings of machine details, accompanied by 
formulas for calculating dimensions. The third Paper takes up the design of 
entire steam engines and details. Dynamos and Motors treats on the principles 
and properties of electricity and magnetism as applied to the construction and 
operation of continuous- and alternating-current dynamos and motors. 

Volume IV (61 pages) includes the Instruction Papers and Drawing Plates 
in Geometrical and Mechanical Dratving. 

Volume V (106 pages) contains all the Tables and Formidas that are given in 
the first three volumes, collected in one book for quick reference in the shop. 

Volume VI (383 pages) includes the Answers to Questions. 



BOIND VOLIMES OF INSTRICTION PAPERS. 



Endorsed by High Authority. 

I would not exchange the Bound Volumes of the Plumbing, Heating, and 
Ventilation Course for many times the cost of the Course. They are superbly 
printed and bound, a storehouse of the most useful information upon the 
subjects of which they treat, and all arranged so as to be very easy of 
reference. Thos. S. Ainge, Sanitary Engineer, Lansing, Mich. 



Better Than a $150.00 Library. 

I am in receipt of the Bound Volumes of the Stationary Engineers' 

Course. I already have a very fine library on steam engineering that cost me 

$150.00. I would, however, prefer the Bound Volumes just received to my 

library. Geo. J. Smith, Poughkeepsie, N. Y. 

Chief Engineer of Poughkeepsie City <& Wappinger's Falls Electric Railway. 




Bound Volumes of the Cojiplete Coal Mining Course. 



Best, Clearest, and Most Complete. 

I have received the Bound Volumes. They are by far the best, clearest, and 
most complete treatise on Coal Mining I have seen. They are something j^ou 
may well be proud of. J. L. Dixon, Mining Engineer, Elk Lick, Pa. 



An Architect's Opinion. 

The Bound Volumes of the Complete Architectural Course are the most 
complete, concise, and clear work on practical building construction and 
architectural history and design ever printed in America. They form an 
epitomized reference library of architecture and building construction, so 
thoroughly indexed that a busy man can find the paragraph treating on any 
point in an instant. John P. Krempel, Architect, Los Angeles, Cat. 

10 



BOIND VOLUMES OF INSTRICTION PAPERS. 



A Time=Saver For Practical Men. 

If I could not duplicate the Bound Volumes of my Complete Mechanical 
Course, I would not sell them for five times the cost of the Course. The key- 
alone is bound to save much time to any man who has to apply theory to his 
work. Daniel Maetix, Foreman of Americnn Tool Co., Cincinnati, Ohio. 



Better Than the Best Textbooks. 

From the Bound Volumes of the Railroad and Bridge Engineering Courses 
I have gained more practical knowledge of Ci\il Engineering than from all 
the good books I have read on the subject for the last ten years, that cost me 
more than both of the Courses I have taken, including the Bound Volumes. 
J. W. LocKHAET, Civil Engineer and County Surveyor, Bluff City, Tenn. 



^ mmmmmm ;. 



fimmmO^^^^'^^m^mmm 



^^■r 







Bound Volumes of the Civil ±:nglneerin'g Course. 

Bound Volumes Alone Worth $30.00. 

I have never regretted spending the money that it cost to get the Bound 
Volumes of the Electric Power and Lighting Course, which alone are worth 
the $30.00 I have paid for the Course. L. B. Ruth, Joplin, Mo. 



Small Cost — Great Value. 

I received the Bound Volumes of my Surveying and Mapping Course 
today, have examined them, find them as represented, and am highly pleased. 
The cost in comparison to value is a mere trifle. 

H. M. McAlakxey, McCartney, Pa. 
u 



ADVANTAGES OF THE SYSTEM. 

The Mission of the Schools and How They Fulfil It. 

The mission of the Scliools is to promote the union of science and industry 
by providing practical men ivith a technical education, and technical men with a 
practical education. Their remarkable growth, unprecedented in history, is 
ample evidence that they are fulfilling their mission. 

As practical men with small education are largely in the majority, their 
early efforts were directed to them alone. 

They could not go to school — the Schools went to them. 

They had little education — the Schools assumed that they had none, 
except the ability to read and write English. 

They had little time — the Schools arranged to invest their odd moments 
in " a bank that never fails: Education." 

They had little money — the Schools placed an invaluable education within 
their reach for less than the cost of a few books. 




To Earn More : Learn More. 

To the man that works from 10 to 14 hours a day, and whose means 
is limited to the small pay received by the engineer at the bottom of 
the ladder, I -would say that the Course is just the thing to decrease his 
hours of labor and increase his salary, since the man that has the best 
knowledge of engineering gets ahead the fastest. I found the knowl- 
edge gained in the Schools of great service to me in obtaining and filling 
the responsible position of Chief Machinist on one of Uncle Sam's ships 
during our war with Spain. Some one hit the spike in the right place 
when he said, "To earn more: learn more." 

H. D. Hill, U. S. Ship Onondaga, Boston, Mass. 



Far Better Than the Home Study of Ordinary Textbooks. 

The acquirement of a complete specialized education by the International 
system is a light task, compared with the slow absorption of miscellaneous 
knowledge from the home study of ordinary textbooks. 

The student of such books does not know what to study first, or which 
portions to learn. He finds the text full of mathematics and the application 
of principles he has never studied. The authors had expected their books to 
be used in a technical school, where the scholars had a definite amount of 
preliminary training, and a teacher near by to ''round out" the instruction. 

The Schools' Courses of instruction begin at the rudiments of arithmetic, 
include only that which is necessary for a complete understanding of the 
subject in hand, proceed step by step to the most advanced subjects, and cost, 
with specially prepared Instruction and Question Papers, less than half the 
price of ordinary textbooks on the same subjects. 

Tried Textbooks for Ten Years. 

Previous to enrolling in the Chemistry Course of The International 
Correspondence Schools, I had for over ten years been trying in "odd 
moments" to gain more knowledge of chemistry from textbooks, but 
made little progress. I have found the Schools' instruction orderly, 
clear, and concise. I am employed as chemist with the Hammer Dry 
Plate Company, of this city. My salary has been recently increased, and 
I am positive that there' will be another good increase after I get 
further along in my Chemistry Course; so my newly acquired knowl- 
edge is of practical value. 

F. W. Pratt, S2S9 California Ave., St Louis, Mo. 
12 




ADVANTAGES OF THE SYSTEM. 

Superiority Over Night Schools. 

The night schools of this country, especially those teaching technical 
subjects, have done and are still doing much good by placing within the reach 
of many that work during the day the means of acquiring knowledge. 

But instruction by mail under the International system possesses many 
advantages over night-school work. While the Courses of Instruction in engi- 
neering subjects are complete, the Instruction Papers, being more concise 
than the textbooks used in night schools, enable students to accomplish 
greater results in the limited time at their disposal. A student of the Schools 
loses no time going to school, and a Course costs less per day than car fare to 
night school. He sets his own pace, and studies at home. He is a class by 
himself, and can study at his convenience. He has no books to buy. Only 
the teacher that corrects his work and gives him special instruction knows 
the extent of his knowledge. 



Success Won From Defeat. 

I made three attempts to improve myself at night school, but 
gave up each time, as I was so backward. So up to 3895 I could only 
write my name and read a little. I then took the English Branches 
Course, and can now write and spell well, and completed the arithmetic 
in June, 1898. While studying I worked 84 hours per week, as in the 
steel business it is necessary to work Sundays. I am now a foreman, 
and my salary has been increased 60 per cent. My ability to assume 
the responsibilities of the position I now hold I attribute entirely to the 
education received through the Schools. 

Michael Sullivan, Latrobe, Pa. 




Wanted: Young Men of Special Ability. 

There is a demand, far in excess of the supply, for young men of special 
ability. It is equally true that there is a supply, far in excess of the demand, 
of young men of average ability. He that belongs to the latter class can never 
hope to command a larger salary than any of his fellows. His employer is 
independent of his services, because his place can be filled, at an hour's 
notice, from the army of average young men always looking for work. 

On the other hand, fine positions are seeking the young man of special 
ability that can do one thing well — better than any other fellow. 

The business of the Schools is to convert average young men into young men 
of special ability. Through one of the seventy Courses they can obtain special 
preparation for success in their chosen profession. Good habits are acquired 
and money saved by spending evenings at home; and the increased value of 
their services is certain to secure recognition and advancement. 

Apprentice Becomes Draftsman, Then Designer. 

Having again benefited myself financially, in fairness I give you 
your share of the credit. When I enrolled in the Complete Mechanical 
Course of The International Correspondence Schools, on the 8th of 
January, 1895, I was working as an apprentice machinist. Through 
your instruction and assistance, I advanced from my work in the shop 
to detail drafting, and am now engaged in the regular designing of 
machinery. I have received a good increase in my salary, my hours of 
labor have been shortened, and my prospects for still further advance- 
ment in the future are good. I wish the Schools continued success. 
Arthue W. Graham, 1012 St. Catherine St.., Montreal, Canada. 

13 




ADVANTAGES OF THE SYSTEM. 



The Schools Teach Everywhere. 

Distance is no barrier to the acquirement of an education through the 
International system. The gold miner in South Africa, the carpenter in 
German}^, the surveyor in Hindustan, enjoys the same advantages as his fellow 
student in Pennsylvania or New York. The student in the navy studies with 
perfect success, although his ship may be in a dozen different ports in a year. 

Wherever the mails go, the International system is at work, extending 
the blessings of education to thousands that are so far removed from institu- 
tions of learning that a technical education can be acquired in no other way. 
Thus the American engineer in foreign lands can keep in touch with the 
progress of his profession, and the English, German, or Russian engineer can 
study at home the shop, mine, and field methods of the American nation — the 
nation that already occupies the leading position in the industrial world. 

A Farmer's Opinion of the Schools. 

I think there is no better chance in the world for young men, with- 
out the means of acquiring a college education, to advance themselves 
than through the Courses of The International Correspondence Schools. 
Before I began studying in the Schools, I was a farmer, and knew 
practically nothing about electricity or steam engineering. My two 
Courses in Electric Power and Lighting and Stationary Engineering 
have been a source of great benefit to me, as I now have charge of an 
electric-light plant, and cheerfully admit that I owe my jKjsition and 
salary to the education received from the Schools. 

Stephen S. Yahner, Patton, Pa. 




No Man Too Old to Learn. 

We hear a great deal today about the heartless way in which business 
corporations replace their ''faithful old employes" with new young men. 
But if we lay aside all sentiment, and consider the matter from a common- 
sense standpoint, it is apparent that, in nine cases out of ten, no one is to 
blame but the "faithful old employe" himself. 

Every man fixes his own "age limit." 

The moment he decides that further study, or effort to keep abreast of the 
times, is unnecessary on his part, and that he can "lay back on the oars" of 
his experience, that moment he is consigning himself to a place "on the shelf." 
It is well known that a man can keep young in his heart by association with 
young people; it is equally true that he can keep "young" in his work by 
constant study of up-to-date methods and new ideas. He will then be in a 
position to make his long experience count. 

Successfully Studies Architecture at 53. 

When I enrolled in the Complete Architectural Course I was 53 
years of age. I have found it of great value to me. The instruction is 
so practical that I have been able to design and superintend the con- 
struction of a large six-story brick-and-stone building, which is to be 
used as an apartment house, and will cost about §150,000. I could not 
have done this if I had not taken the Course. My only regret is that 
The International Correspondence Schools did not exist twenty years 
ago. If I could have studied their Course then, I would have attained 
my present position long ago. I would advise every man to get a tech- 
nical education in his work, and thus acquire more knowledge than 
can be gained from ten years' experience. 

John McAuliffe, 11 Hayes St., Canibridgeport, Mass. 
14 




ADVANTAGES OF THE SYSTEM. 



For College and Professional Men. 

As a rule, the student in a technical university has no means of deter- 
mining in what special branch of his chosen profession he will be engaged 
after graduating. His education must therefore cover in a general way the 
entire theory of the subject studied. Suppose, for instance, that a graduated 
electrical engineer accepts a position as designer in a telephone manufactory. 
He now wishes that he had made a special study of telephone construction. 
Here the Schools come to his aid with a specialized Course in Telephony. The 
graduated civil engineer, who decides to make a specialty of the modern science 
of irrigation, finds a similar opportunity in the Hydraulic Engineering Course. 

Professional men in any line of engineering can keep their knowledge 
up to date, review subjects that were passed over too hastily in college, or 
make a special study of any particular branch of their profession. 

An Art Student's Opinion of the System. 

I had been an art student in several large cities in the East for 
three seasons, and considered myself a good draftsman. But it was not 
until guided by your instruction that I fully realized the lack of neat- 
ness and care that my old drawings betrayed when placed side by side 
with those returned from the Schools. I can never give enough praise 
for your corrections of my lettering. I am satisfied that any student can 
become a good draftsman if he will follow your directions and note your 
corrections, in less time than in any resident dravjing school. I am very 
much pleased with the practical results of my Course. I am now master 
mechanic and electrician of the Shelby Electric Co. 

Christian H. T. Hagelstein, Shelby, Ohio. 




Opportunities for Women. 

The nineteenth century has witnessed the evolution of the business 
woman. At the dawn of the twentieth century, we find women managing 
mercantile establishments, practicing law, architecture, and medicine, and 
occupying prominent positions in the fields of chemistr}', pedagogy, and 
industrial art. 

Several of the Schools' Courses are well adapted to the requirements of 
ambitious women, and new Courses are rapidly appearing. The Bookkeeping, 
Stenography, and Letter Writing Courses will prepare them for positions as 
accountants, amanuenses, and private secretaries. The Courses in Architecture 
open the door to a profession in which women are achieving marked success. 
They can become analytical chemists through the Chemistry Course; acquire 
a thorough knowledge of approved methods of teaching in the School of 
Pedagogy; or qualify, through the Courses in Ornamental Design and Lettering, 
for lucrative positions in the broad field of industrial art. 

Farmer's Daughter Becomes a Stenographer. 

When I enrolled in the Complete Stenographic Course of The 
International Correspondence Schools, on the 4th of February, 1898, 
I was at home on the farm. I found the Instruction Papers clear 
and plain. Any person of average attainments, that is willing to study, 
cannot help but learn. I was granted a Diploma on the 20th of 
February, 1899. A short time afterward, I was offered a position in the 
office of the Lanyon Zinc Company, of this place, at a fair salary, with 
an increase of wages after I had acquired some experience. I at once 
accepted the position and am getting along nicely. 

Mary Wilson, Tola, Kansas. 
15 




ADVANTAGES OF THE SYSTEM. 



For Misplaced People. 

As a rule, boys and girls that leave school before or after graduating, and 
look for positions, have a fair general education, but, not being qualified for 
any special line of work, step into the positions that first appear, without 
regard to their adaptability to them. Others are placed by their parents in 
positions that suit their notions of what the young people ought to be, rather 
than of what they are capable or desirous of being. Many young men and 
women in the country feel that they could wdn success in the city, but not on 
the farm. While the opportunities for success on the farm are good, if 
enthusiastically grasped, 5^et it is far better for a young man to succeed as an 
electrician, engineer, draftsman, or surveyor, than to fail as a farmer, as he 
will if he does not like farm work. It is not the duty of a young woman to 
remain in the country, if her surroundings are not congenial, when she might 
succeed as a stenographer, teacher, or decorative designer. 

Means of Securing First Position. 

With no previous knowledge of mechanical drawing or of the 
theory of any trade, I enrolled in the Electrical Engineering Course of 
The International Correspondence Schools in 1896, being occupied at the 
time as a school teacher. By devoting spare time to the Course, I learned 
to make neat drawings, and, before completing the Mechanical Drawing 
section, 1 obtained a position in a drafting room by showing my work in 
the Schools, and have since been serving in the capacity of draftsman. 
I consider the theory learned invaluable in machine designing. The 
Instruction and Question Papers and method of instruction would be 
hard to improve, and the Bound Volumes constitute a fine reference 
library. John S. Myers, Slk N. Fourth St., Camden, N. J. 




The Change=of=Occupation Plan. 

Through this plan all that are misplaced can qualify for salaried positions 
in their chosen line of work, but hold their present positions and salaries up 
to the day they make the change. For instance, the dry-goods clerk that 
wishes to become a mechanical engineer can qualify, in six to nine months' 
spare-time study of the Mechanical Drawing Course, for a 150.00 to $60.00 
position as draftsman. He can supplement his practical experience in the 
drafting room with the study of the Complete Mechanical Course, advance to 
the position of machine designer, and finally to that of mechanical engineer. 

Through this plan blacksmiths and wheelwrights have become draftsmen, 
laborers have become stationary engineers, farmers have become electricians 
and land surveyors, and j^oung women have become stenographers. It is the 
opportunity of all that are misplaced to enter their chosen field with the 
preparation necessary for success. 

Carpenter Changes to Stationary Engineer. 

After working seven years as a carpenter, I enrolled in the Station- 
ary Engineers' Course. I had tried to learn steam engineering, by 
reading textbooks on the subject, ever since I was able to read, but was 
always stopped by the mathematical formulas. Through the Schools' 
Instruction Papers I have learned to read and use such formulas, and 
have obtained a license. Recently the Students' Aid Department 
secured a position for me as assistant engineer in the Department of 
Agriculture. I earn a larger salary and work fewer hours than before. 
I would not sell my Scholarship for any price, if I knew I could not 
obtain another. J. P. Divine, Washington, D. C. 

16 




THE SCHOOL OF MECHANICAL ENGINEERING. 



The Age of Mechanics. 

To the machine, or the product of the machine, we are indebted for our 
industrial development and present stage of civilization. 

Modern facilities for transportation and communication have been brought 
about by improved machinery and mechanical appliances. The thousand and 
one necessities, conveniences, and luxuries with which we are in daily contact 
are dependent upon machinery for their production and adaptability to our 
needs. 

The field of mechanics is practically unlimited. Every important me- 
chanical or electrical invention calls into being new machines and new 
appliances, and requires the services of a constantly increasing number of 
competent men. 

The technically educated mechanic has become a strong factor in the 
advancement of civilization, and the demand for his abilities and experience 
is rapidly increasing the financial value of his work. 

Education Necessary to Success. 

Any mechanic that desires to advance to the top of the ladder 
(where there is plenty of room) will find the system of the Schools 
a success. The machinist that would succeed must have an education. 
He must be able to read drawings, quickly and accurately transfer 
them to the surface of material, and develop the various parts. The 
benefits derived from my Complete Mechanical Course are numerous. 
It has been a great help to me in my every-day work, and during the 
past year a position as draftsman, two foremanships, and a ixjsition as 
representative have been offered me. I wish the Schools all the success 
they deserve. F. E. Greismer, S2S1 20th St., San Francisco, Cal. 

Mechanical Drawing and Complete Mechanical Courses. 

The Mechanical Drawing Course includes instruction in Arithmetic, 
Mensuration, Geometrical Drawing, and Mechanical Drawing. It will qualify 
the student to calculate areas of surfaces and contents of solids; to read draw- 
ings and to lay out work from them; to make developments of curved surfaces, 
from which accurate patterns can be formed; and, in short, to satisfactorily 
fill a position as mechanical draftsman. 

The Complete Mechanical Course includes instruction in Arithmetic, 
Formulas, Geometrical Drawing, Mechanical Drawing, Geometry and Trigo- 
nometry, Elementary Mechanics, Hydromechanics, Algebra, Logarithms, 
Pneumatics, Heat, Steam and Steam Engines, Strength of Materials, Applied 
Mechanics, Steam Boilers, Machine Design, Dynamos and Motors. It will 
qualify the student as a draftsman, a designer, and, with experience, as a 
mechanical engineer. 

Worth a Hundred Times Its Cost. 

I enrolled in the Mechanical Drawing Course in November, 1895. 
At that time I could read and write but very little, and had no knowl- 
edge whatever of arithmetic. But the Instruction Papers were so plain 
and easy to master, that in March, 1897, 1 completed the Course. "Within 
a month from that time, I was promoted from foreman of the tool room 
to general foreman of the Dominion Cartridge Company, with an increase 
of 67 per cent, in my wages. I can say that what I learned from my 
Course in The International Correspondence Schools is worth to me 
more than a hundred times the price I paid for it. 

Stanislaus Rousseau, Bwwnsburg, Quebec. 



^-;:<\ 


N-V'<^!»«^i^Si^m.^M| 1 






'"iM 


jpiaiJ- m\ 


'' *^B 


jfan^.'-.l 


















^? 


IHHH^^ '-^S 


i 


■j 



r 


^ ^^1 


J 


re, -^ 




.'^ 


i 


m 



THE APPRENTICE MACHINIST. 



To Advance, He flust Learn to Draw. 

No knowledge that the apprentice machinist can obtain will bring such 
immediate returns or prove of such lasting value, as the ability to make neat 
and accurate mechanical drawings. 

If he would become an expert machinist, he must be able to work from 
designers' drawings; but he cannot understand them if he cannot draw. 

If he would become a draftsman, he must either pick up a knowledge of 
drawing during three or four years' service as ''blueprint boy" or ''tracer," 
or enter the drafting room already equipped with an education that will 
enable him to command a draftsman's salary. 

Through the Mechanical Drawing Course, he can acquire, in nine months' 
spare-time study, the ability to make drawings fully up to the standard of the 
best drafting rooms. No previous knowledge of drawing is required, yet the 
successful completion of the Course is guaranteed to all that study faithfully. 

Apprentice Secures Position as Draftsman. 

I am pleased to say that the instruction received in my Course far 
exceeds my expectations. It is thorough, concise, and practical. When 
I enrolled in the Schools I was an apprentice machinist. After I had 
completed the first eighteen or twenty drawing plates under your 
instruction, I obtained a jxjsition in a drafting room, not as an appren- 
tice, but on actual business drawings. I know I could not have done 
such work had it not been for the practical, businesslike education 
received from the Schools, as I was entirely ignorant of mechanical 
drawing when I began. I am not sorry I took up my Course, and would 
not sell the rest of it at any price. Henry G. Stoner, Waynesboro, Pa. 




Further Study Opens Up Fine Opportunities. 

Having secured the desired promotion he should then study the remaining 
portion of the Complete Mechanical Course, which is sold to Mechanical 
Drawing students at reduced rates. Through this instruction he acquires a 
knowledge of mathematics, theoretical and applied mechanics, dynamos and 
motors, strength of materials, and the principles and design of steam engines, 
steam boilers, and modern machine details, which, in connection with his 
experience, will equip him for still further advancement. 

The apprentice machinist that remains in the machine shop, and applies 
to hia every-day work the knowledge of "lifetimes of experience," acquired 
through this Course,, will receive the benefits of the demand for men of expe- 
rience and technical education. Or if, on the other hand, he first secures a 
position as draftsman and then supplements the experience gained with such 
knowledge, he can soon qualify as a machine designer, and steadily advance 
to the position of mechanical engineer. 

Apprentice Becomes Draftsman, Then Designer. 

Having again benefited myself financially, in fairness I give you 
your share of the credit. When I enrolled in the Complete Mechanical 
Course of The International Correspondence Schools, on the 8th of 
January, 1895, 1 was working as an apprentice machinist. Through 
your instruction and assistance, I advanced from my work in the shop 
to detail drafting, and am now engaged in the regular designing of 
machinery. I have received a good increase in my salary, my hours of 
labor have been shortened, and my prospects for still further advance- 
ment in the future are good . I wish the Schools continued success. 

Arthur W. Graham, 1012 St. Catharine St., Montreal, Canada. 
ia 




•'^m 




DRAFTSMEN AND DESIGNERS. 

Draftsmen Can Become Designers. 

Before the Schools made it possible for ambitious men to qualify as 
draftsmen, during spare hours, and enter the drafting room with a good salary 
at the start, vacancies were usually filled by promoting 'tracers" that had 
picked up a fair knowledge of drawing in their work. Here their lack of 
technical education not only precluded the idea of further advancement, but 
made it difficult for them to hold their positions. Hundreds of draftsmen 
have been struggling along for years, drawing the same salary, simply because 
they have not yet grasped the opportunity offered them by the Schools. 

Any draftsman, by studying the Complete Mechanical Course, will, first 
of all, make his present position secure. Then the instruction in mathematics, 
theoretical and applied mechanics, strength of materials, and machine 
design, with his experience, will soon qualify him as a machine designer. 

Patternmaker Becomes Designer. 

In early life I had a desire to become a mechanic, and after com- 
pleting a common-school education I learned the trade of pattern- 
maker. While thus engaged I further resolved to fit myself as a 
mechanical engineer. I heard of The International Correspondence 
Schools and at once took a Course. Today I am a designer of general 
machinery, with a good salary and fewer hours of labor. My progress 
has been very satisfactory, and I attribute it to the excellence of the 
Instruction Papers. These are the clearest and best textbooks I have 
ever used, and I unhesitatingly recommend the Schools to every enter- 
prising mechanic as being thorough and practical. 

C. E. Mentzer, Massillon, Ohio. 

A Fine Opportunity for Designers. 

Machine design cannot be conducted on guesswork principles. An error 
of a sixteenth of an inch on the drawing may cause the loss of hundreds 
of dollars' worth of labor and material before it is detected. To insure 
accuracy, the designer must have a clear idea of the work to be done by a 
proposed machine, the difficulties to be overcome in doing that work, and the 
general plan of construction most likely to secure a maximum efficiency 
under given limitations as to cost, size, weight, and speed. 

Through the Complete Mechanical Course he can acquire the knowledge 
of mathematics used in all advanced work. The instruction in theoretical 
and applied mechanics will enable him to clearly understand the principles 
involved in machine design and the practical construction of mechanisms. 
And the Papers on Strength of Materials, Steam Engines, Steam Boilers, 
Dynamos and Motors, and Machine Design will enable him to successfully 
undertake difficult work, or fill a responsible position as mechanical engineer. 

Designs Machinery at $5.00 a Day. 

After completing the Mechanical Drawing Course of The Inter- 
national Correspondence Schools, some years ago, I was offered a 
position as draftsman, at $50.00 a month, in the same shop where I 
served my time as apprentice machinist. Remaining here some time, 
I received excellent practice assisting in engine and machine design 
and other work. Having finished the Complete Mechanical Course, 
with the Papers on Machine Design, Stength of Materials, and Applied 
Mechanics, I am now able to accept the most complicated work. My 
salary averages $80.00 a month, although I have received $5.00 a day on 
special work for weeks at a time. 

Fred. F. Kranek, Manitowoc, Wis. 
19 




MACHINISTS, TOOL AND DIE MAKERS. 

Positions No Longer Secure Without an Education. 

• The machinist that depends wholly on his own experience and "rule-of« 
thumb" methods is not only debarred from advancement above the hundreds 
of other machinists of equal experience and ability, but new conditions daily 
increase the difficulty of holding his present position. Thousands of 
** automatic men," working with their hands rather than with their heads, 
are being replaced by automatic machinery. Then there is a growing tendency 
to place expert or technically educated mechanics in charge of groups of 
machines manned by ''helpers" that perform the manual labor. Soon there 
will be but two classes of workmen: skilled, educated mechanics, and low- 
waged helpers. Improved machinery, business competition, and the econo- 
mizing methods practiced by great business organizations, make this condition 
a certainty in the near future. The mechanic of today must decide today 
whether he will fill a position as a high-salaried man in charge of helpers or 
be a helper himself. 

Tool Maker Advances to Foreman. 

When I enrolled in The International Correspondence Schools, I was 
a tool maker. Since studying in the Complete Mechanical Course, I 
have been promoted to the position of foreman of the tool room, and 
although I have not yet finished my Course, the knowledge I have 
gained from it enables me to give my employers better service and do 
my work much more easily. I endeavor to get my fellow- workmen in- 
terested in the Schools' Courses of study, because I realize the impor- 
tance of having such knowledge— knowledge that can be readily acquired 
through your very easy system of correspondence instruction. The 
Schools have my best wishes. N. W. Thomas, Box 11, Carthage, Ohio. 

Why Study in the Schools Assures Advancement. 

Employers are searching for good men. The manager of one of the largest 
machine tool works in the world, in a letter requesting the Students' Aid 
Department to help him secure the services of some experienced students, said 
in part: "There is not much difficulty in obtaining average talent — but we 
must have men of superior ability. We find that the time to get a good man 
is when he presents himself, because when you really want him it is very 
difficult to find him." 

The very fact that comparatively few machinists possess such a valuable 
education in mathematics, drawing, applied mechanics, and machine design 
as may be obtained in the Complete Mechanical Course, places its possessor 
among that limited class that employers are glad to engage in dull times or 
good; that make thrice as much with their brains as with their hands; that 
are seldom out of w^ork, and always receive the highest wages. 

From Machinist to Draftsman and Designer. 

I have worked ever since I was twelve years of age, but today I 
ix)ssess a good mechanical education. I enrolled in the Complete 
Mechanical Course of The International Correspondence Schools, on 
the 15th of May, 1895, finished the Course, and obtained my Diploma on 
the 19th of October, 1896. I have risen from an ordinary machinist to 
be a draftsman and designer, and now hold a responsible position with 
a good salary, which is largely due to the thorough course of instruction 
received. On the 14th of January, 1899, I enrolled in the Electrical 
Engineering Course, and hope to rise still higher when I have secured » 
knowledge of the design of electrical apparatus. 

Alex. McKendrick, Paterson, : J. 





SALARIED POSITIONS FOR LEARNERS. 



Inexperienced Young flen Qualified as Draftsmen. 

Hitherto the only openings to the profession of mechanical engineering 
for young men that did not possess the means to attend college have been 
through the medium of low- waged apprenticeships in machine shops or 
drafting rooms. But the majority of young men cannot afford to work two or 
three years for nominal wages, in order to secure a position that will support 
them while qualifying for further advancement. As a result they have been 
obliged to accept positions in lines of work to which they are poorly adapted, 
and in which their chances of success are consequently small. 

The Schools' ''Change-of-Occupation Plan" is their opportunity. 

In six months' spare-time study of the Mechanical Drawing Course, while 
holding their present positions, they can qualify as mechanical draftsman. 

The successful completion of this Course is guaranteed to all that study 
faithfully and follow directions. 



Farmer Becomes Draftsman. 

When I first heard of the Schools I was working on a farm. 



But 



desiring a knowledge of the designing and handling of machinery, I 
enrolled in the Mechanical Drawing Course. I had very little spare 
time, but by studying winter evenings, managed to get along very well. 
About a year ago, I secured a good position as draftsman with the Frick 
Compiany, of Waynesboro, Pa., one of the leading ice and refrigerating 
machine builders in this country, and am in the line of promotion in 
their drafting department. My position and chances here I am certain 
are due solely to the Course taken in the Schools, and I intend to enroll 
in another Course as soon as this one Is complete. 

A. H. Baer, Waynesboro, Pa. 




Practice and Further Study Insure Advancement. 

Having secured a good position as draftsman, the student has a fine oppor- 
tunity for further advancement. To become a competent mechanical engineer 
two qualifications are necessary: practical experience and technical education. 

Through his daily work he acquires a practical knowledge of the construc- 
tion of machinery; but he cannot design machinery, equipped only with the 
knowledge acquired in the Mechanical Drawing Course. He should therefore 
enroll in the Complete Mechanical Course (sold to Mechanical Drawing 
students at a special price). By supplementing his drafting-room experience 
with the spare-time study of mathematics, theoretical and applied mechanics, 
strength of materials, and machine design, he can soon qualify for the position 
of machine designer. The extended experience obtained in this position, and 
the knowledge of engines, boilers, dynamos, and motors acquired through his 
studies, will finally qualify him as a mechanical engineer. 

From Schoolboy to Draftsman. 

After graduating from the high school at home, I asked the princi- 
pal of the school where any one that was unable to go to college could 
obtain a knowledge of mechanical drawing. He said he considered the 
" Scranton School Courses" the best way of obtaining it. I accordingly 
enrolled in the Mechanical Drawing Course and completed it in less 
than six months. I think the drawings made In my Course aided me 
materially in obtaining my present position as draftsman, as I brought 
Bome of them here when I applied for it. I have since enrolled in the 
Complete Mechanical Course and am making good progress. 

Cakl W. Gage, Groton, N. Y. 




BOIND VOLUMES OF INSTRICTION PAPERS. 

Realizing the great value of the Instruction Papers and Drawing Plates to 
those that have studied them, and the desirability of preserving them for 
reference, the Schools have reprinted them on special paper and bound them 
in handsome half-leather volumes. They are now furnished to the student 
by The Colliery Engineer Company as soon as he enrolls, if he pays for hia 
Scholarship in cash, or as soon as he has made the second installment pay- 
ment on his Course. As long as he lives up to his contract they cannot 
be taken from him. They are a duplicate set of the Instruction and Question 
Papers sent to the student throughout his Course, and are supplied in addition 
to them. Beginning at the rudiments of arithmetic, and leading the student 
through the entire theory of the profession on w^hich they treat, they con- 
stitute an unequaled reference library. 

Following are descriptions of their contents: ' 

Mechanical Drawing Course. 

Volume I includes the Instruction and Question Papers on Arithmetic and 
Mensuration, and the Answers to Questions. Arithmetic is the corner stone 
of an engineering education, and no pains have been spared to make the 
Schools' Arithmetic unrivaled for simplicity, clearness, and practical effi- 
ciency. Whenever possible, the examples have been made to correspond 
with those that are likely to arise in actual practice. 

The Paper on Mensuration gives plain instruction in the use of letters 
in formulas, such as occur in mechanics' pocketbooks, mechanical journals, 
and throughout the Course. Then full and clear treatment is given to the 
measurement of the areas and perimeters of plane figures, and the surfaces and 
contents of variously shaped solids. This Paper will be found of great value 
to the practical draftsman or machinist in making shop and drafting-room 
calculations. 

In the back of the Volume are the Answers to Questions. These are 
intended as aids to the student, when, after repeated trials, he is unable to 
master a problem, and does not care to spend the time to write to the Schools 
for information. Experience has shown that ambitious students can be 
trusted to use such a Key with discretion, and that it is a most valuable 
addition to the Volumes. 

Volume II includes the Instruction Papers on Geometrical and Mechanical 
Drawing, and the accompanying Plates. This Volume differs in form from 
the other. Its size is 11 J in. X 14? in., the Drawing Plates being 12 inches 
long between the border lines. The directions for drawing each Plate are 
On the page directly opposite, thus avoiding the necessity of turning the leaf 
when referring to the text. The Plates are largely photo-zinc reproductions 
of actual shop drawings, and are unsurpassed examples of the draftsman's art. 

By the aid of copious illustrations, the use and care of instruments is 
explained. Then simple geometrical constructions are taken up, lettering, 
lines used on drawings, use of scales, sectioning, and shading. The Plates 
gradually become more difficult, including machine details, design of gear- 
teeth, and the construction of a complete steam-engine drawing from 
designer's rough sketches. Directions for making blueprints and tracings 
complete the Volume. 

22 



BOIND VOLIMES OF INSTRICTION PAPERS. 

Complete Mechanical Course. 

Volume I includes the Instruction and Question Papers on Arithmetic, 
Algebra, Logarithms, Geometry and Trigonometry, Elementary Mechanics, Hydro- 
mechanics, Pneumatics, and Heat. These comprise all the mathematics 
required for the successful completion of all the subjects in the Course, and 
the solution of problems that arise in practice. Elementary Mechanics is a 
valuable treatise, fully illustrated, on the properties of matter, laws of motion, 
composition and resolution of forces, and the calculations relating to levers 
and other simple machine elements. Hydromechanics treats on water pressure, 
specific gravity, and the calculations relating to the flow of water in pipes. 
Pneumatics discusses the properties of air and gases, and the operation of 
pumps, compressors, and other pneumatic machines. Heat treats on the 
measurement and transmission of heat, latent heat, expansion, the pro- 
duction of mechanical work by heat, and the theory of heat engines. 




Bound Volumes of the Complete Mechanical Course. 



Volume II includes the Instruction and Question Papers on Steam and 
Steam Engines, Strength of Materials, Applied Mechanics, and Steam Boilers. 
Steam and Steam Engines treats on the properties of steam and use of steam 
tables, use of the indicator and reading indicator diagrams, calculation 
of horsepower, principles of condensers, simple, compound, and condensing 
engines, and the relative advantages of different types. Steam Boilers 
discusses the construction and care of the leading types of boilers, economical 
use of fuels, the strength of boilers, horsepower of boilers, boiler attachments, 
boiler tests, and inspection. Strength of Materials fully treats methods of cal- 
culating the strength of shafts, ropes, chains, and beams, and includes many 
formulas of great practical value. Applied Mechanics discusses the construction 
of the principal types of mechanism, such as engine lathe trains, quick- 
return motions, valve gears, link motions, governors, the theory of gear- 
teeth, and the measurement of power. This Paper will prove of great 
practical value to the machinist, draftsman, or designer. 



BOIND VOLUMES OF INSTRUCTION PAPERS. 

Volume III includes the Instruction and Question Papers on Machine 
Design and Dynamos and Motors. The three Papers on Machine Design are 
copiously illustrated with drawings of machine details, accompanied by 
formulas for calculating the principal dimensions. All of these designs can be 
applied in actual practice. The third Paper takes up the design of entire 
steam engines and details, the student being required to make original 
designs from given specifications; he is thus trained for practical work in 
engineering establishments. To the draftsman or machine designer these 
Papers will prove some of the most valuable in the Course. Dynamos and 
Motors treats on the principles and properties of electricity and magnetism as 
applied to the construction and operation of continuous- and alternating-cur- 
rent dynamos and motors. This instruction is included in the Course on 
account of the necessity of reliable information on such subjects to the 
modem designer, machinist, or superintendent. 

Volume IV includes the Instruction Papers on Geometrical and Mechanixxd 
Drawing, and is the same as Volume II in the Mechanical Drawing Course. 

Volume V contains all the Tables and Formulas that are given in the first 
three Volumes, here collected in one thin book for quick reference in the shop 
or drafting room. The value of this Volume is apparent. 

Volume VI includes the Answers to Questions. This is a Key to all the 
Question Papers. It is illustrated wherever necessary, and when used judi- 
ciously will save the industrious student much valuable time and patience. 



Worth Five Times the Price of the Course. 

The Bound Volumes furnished with my Complete Mechanical Course are certain to 
aave time for any man who must apply theory with his work. If I could not duplicate them, 
they could not be procured from me for five times the amount charged for the Scholarship. 

Daniel Martin, 
Complete Mechanical Student iVo. 12529. Foreman American Tool Co., Cincinnati, Ohio. 



Principal of Tlie School of Mechanical Engineering. 

Charles P. Turner, M. E., Principal of 
the School of Mechanical Engineering, is 
a graduate of Lehigh University. Was for 
three years with the Cambria Iron Works, 
in the testing department; one year with 
the Stearns Mfg. Co., Erie, Pa., in steam 
engine and boiler design; with Prof. Klein, 
of Lehigh University, making tests and ex- 
periments on steam engines, for a work on 
"Steam Engine Design"; assistant chief 
draftsman in the design of the Lorain Steel 
Works; for one year engaged in the design 
of a new department and special machinery 
for the Edgar Thomson Steel Works, of 
Pittsburg, Pa. He entered the employ of 
the Schools November 15, 1895. 

24 




MECHANICA L DRAWI NG COURSE. 
SYNOPSES OF STUDIES. 



PREPARATORY DIVISION. 

ARITHMETIC. 



PART ONE, 51 PAGES. 

Notation — Numeration — Addition — Sub- 
traction— Multiplication— Division— Cancela- 
tion— Addition, Subtraction, Multiplication, 
and Division of Fractions— Reduction of 
Fractions— Addition, Subtraction, Multipli- 
cation, and Division of Decimals— Reduction 
of Decimals— Symbols of Aggregation. 



Ill PAGES. 

PART TWO. 60 PAGES. 

Percentage— Addition, Subtraction, Multi- 
plication, and Division of Denominate or 
Comixjund Numbers— Reduction of Denom- 
inate Numbers — Involution — Evolution : 
Square, Cube, and Other Roots — Ratio: 
Reciprocal— Direct, Inverse, and Compound 
Proportion. 



INTERMEDIATE DIVISION. 

FORMULAS AND MENSURATION. 



40 PAGES. 



Formulas— Lines and Angles— Equilaterals : 
Definition of Various Equilaterals ; Rules for 
Calculating Areas and Perimeters of Equilat- 
erals— Triangles : Definitions of the Various 
Triangles ; Rules for Calculating Areas and 
Perimeters of Triangles — Polygons: Defini- 
tions of the Various Polygons ; Rules for Cal- 
culating Areas and Perimeters of Polygons- 
Circles: Rules for Finding Periphery and 



Area of Circles; Area of a Segment — The 
Prism and Cylinder : Rules for Finding the 
Area of the Convex Surface, Entire Surface 
and Volume of a Prism or Cylinder— Pyramid 
and Cone : Rules for Finding the Area of the 
Convex Surface, Entire Surface, and Volume 
of a Pyramid or Cone ; Frustum of Pyramid 
or Cone ; The Sphere : Rules for Finding the 
Area and Volume of a Sphere. 



DRAWING DIVISION. 



GEOMETRICAL DRANA/ING. 



71 PAG 

Instruments and Materials : The Drawing 
Board ; Paper ; T Squares ; Triangles ; Com- 
passes; Spacing Dividers; Pencils; Right 
Line, or Ruling Pen; Irregular Curves; Pro- 
tractors — Directions for Use and Care of 
Instruments— Inking— Drawing Ink — Sharp- 
ening Ruling Pens— Directions for Lettering 
— Simple Geometrical Constructions— Repre- 
sentation of Objects— Descriptions of Different 



ES. 

Kinds of Lines Used on Drawings— Different 
Views of an Object — Drawing Various Views 
of Simple Objects in Orthographic Projection 
— Directions for Dimensioning Drawings— 
The Conic Section : Ellipse; Parabola; Hyper- 
bola—Methods of Laying Out the Intersec= 
tions and Developments of Cylindrical and 
Conical Surfaces— Shade Lines, Their Use 
and Application. 



MECHANICAL DRA\A/ING. 



51 PAGES. 



Plate : Details ; Single Square-Threaded 
Screw, Double Square-Threaded Screw, Single 
V-Threaded Screw, Double V-Threaded Screw, 
Section of Brass Nipple, V-Threaded Screw, 
Hand- Wheel, Crank— Section Lines— Scales- 
Plate: Machine Details; Double Square- 
Threaded Screw, Shaft Flange Coupling, 
Gland, Riveted Joint, Clamp or Dog, Clamp 
Box— Plate: Band wheel— Plate: Eccentric 
and Brake Lever; Eccentric and Strap, 
Section, Brake Lever, Representing a Nut- 



Plate: Engineering Details; Connecting- 
Rod— Expansion Joint — Plate: Reversing 
Lever— Plate : 5-Inch Globe Valve— Plate: 
Shaft Hanger— Plate : Bench Vise Details- 
Plate: Profiles of Gear-Teeth— Definitions 
and Calculations — Plate: Spur G«ar- 
Wheels— Plate : Bevel Gears— Plate : Gov- 
ernor-Plate: Boiler Setting, Elevation- 
Plate: Boiler Setting, Plan — Tracings -= 
Blueprinting— Plate : Six-Horsepower Hasfr 
zontal Steam Engine and Details. 




COMPLETE MECHANI CAL COURSE. 
SYNOPSES OF STUDIES. 

PREPARATORY DIVISION. 

ARITHMETIC. FORMULAS. 

Ill Pages. See Mechanical Drawing Course. 14 Pages. Signs and Letters in Formulaa. 

DRAWING DIVISION. 

GEOMETRICAL DRAWING. MECHANICAL DRAWING. 

71 Pages. See Mechanical Drawing Course. 51 Pages. See Mechanical Drawing Course. 

INTERMEDIATE DIVISION. 

GEOMETRY AND TRIGONOMETRY. 

60 PAGES. 

Lines and Angles— Polygons— Triangles— —Solutions of Triangles— Mensuration of 
Circles— Trigonometric Functions and Tables Plane Surfaces and Solids. 

ELEMENTARY MECHANICS. 

66 PAGES. 

Properties of Matter— Force-Three Laws of rium— Lever, Simple and Compound— Wheel 
Motion — Composition and Res9lution of and Axle— Pulleys— Inclined Plane— Screw— 
Forces— Dynamics— Gravitation— Centrifugal Friction— Kinetic and Potential Energy- 
Force— Statics — Center of Gravity— Equilib- Horsepower— Specific Gravity. 

HYDROMECHANICS. 

43 PAGES. 

Hydrostatics — Downward, Upward, and Archimedes — Velocity of Efflux — Head — 
Lateral Pressure — Buoyancy — Principle of Contracted Vein— Flow of Water in Pipes. 

ADVANCED DIVISION. 

ALGEBRA. 

109 PAGES. 

Pa-RT One, 62 Pages. — Algebraic Signs— Part Two, 47 Pages.— Exponents— Addi* 

Positive and Negative Quantities— Addition— tion. Subtraction, Multiplication, and Divi- 

Subtraction— Symbols of Aggregation— Multi- sion of Radicals — Equations — Solutions of 

plication of Monomials, Polynomials, and Equations Containing Radicals — Problems 

Rules for Binomials— Division— Factoring— Leading to Simple Equations with One Un- 

Least Common Multiple— Reduction— Addi- known Quantity— Pure and Affected Quad- 

tion. Subtraction, Multiplication, and Divi- ratio Equations— Equations Leading to Two 

sion of Fractions ; Mixed Quantities and Com- Unknown Quantities ; Quadratic Equations 

plex Fractions— Involution— Evolution. Containing Two Unknown Quantities. 

LOGARITHMS. 

38 PAGES. 

Brigg's System of Logarithms— Characteris- Corresponding to a Given Logarithm— Appll- 
tic and Mantissa— Logarithmic Table— Tak- cation of Logarithms to Multiplication, 
ing Out the Logarithm— Finding the Number Division, Involution, and Evolution. 

PNEUMATICS. 

48 PAGES. 

Properties of Air and Gases— Vacuum Mer- Mixtures of Gases — Pneumatic Machines — 
curial and Aneroid Barometers— Manometers Air Pump— Air Compressors— Principles and 
and Gauges— Gauge and Absolute Pressures— Action of Siphon and Pumps. 

HEAT. 

86 PAGES. 

Nature of Heat— Fahrenheit,Centigrade,and Heat— British Thermal Unit, Thermal Unit, 

Reaumur Thermometers— Absolute Tempera- and Calorie— Specific Heat— Latent Heat— 

tures ; Absolute Zero— Linear, Surface, and Sources of Heat— Mechanical Equivalent of 

CXibical Expansions— Conduction, Convec- Heat— Thermodynamics— Isothermal Expan- 

tion, and Radiation— Dynamical Theory of sion— Adiabatic Expansion— Heat Engines. 



COMPLETE MECHANIC AL COURSE. 

TECHNICAL DIVISION. 



STEAM AND STEAM ENGINES. 

160 PAGES. 



Expailsion of Steam— Slide Valve— Rocker- 
A.rms — Indicator — Horsepower — Wheelock 



Engine — Corliss Engine — Governors — Com* 
pound and Multiple-Expansion Engines. 



STRENGTH OF MATERIALS. 

80 PAGES. 



Materials Used for Construction— Stresses 
and Strains— Tension— Elastic Limit— Com- 
pression — Shear— Moments— Beams— Supports 



—Moment of Inertia and Radius of Gyration 
— Calculation of Sizes — Coliunns- Torsion — 
Sizes of Shafts— Ropes— Chains. 



APPLIED MECHANICS. 

197 PAGES. 



PART ONE, f29 PAGES. 

Link Mechanism — Levers — Crank, Cross- 
head and Connecting-Rod Mechanism— Tog- 
gle Joint— Quick-Return Motion— Universal 
Joint — Cam — Belting — Speed Cones — Knee 
Joint— Engine Lathe Train— Screv^ Cutting- 
Mangled Gears- Clutch Gearing— Differential 
Searing— Pitch— Tooth Contact— Epicycloidal 
System— Involute System— Worm— Gears. 



PART TWO, 68 PAGES. 

Dynamometers— Prony Brakes — Rope Brake 
—Transmission Dynamometers— Valve Gears 
—Setting the Slide Valve— Shifting Eccen- 
trics—Double Valve Gears— Meyer Valve- 
Corliss Valve Gear— Stephenson Link Motion 
—Designing the Link Motion— Suspension of 
the Link— Proportions of the Link— Different 
Kinds of Shaft Governors. 



STEAM BOILERS. 

191 PAGES. 

Types — Materials — Joints — Stays — Crovv^n Water Circulation — Grates — Stokers— Chim- 

Bars— Feed Apparatus— Feedwater Heaters— neys— Horsepower— Boiler Trials— Inspection 

Safety Valves— Gauges— Fusible Plugs— Bio V7- and Testing — Boiler Setting — Separator — 

Out Apparatus — Manholes — Combustion — Steam Loop — Injector. 

MACHINE DESIGN. 



268 

PART ONE. 93 PAGES. 

Greneral Procedure — Materials Used — 
Screws, Bolts, and Nuts— Wrenches— Heads- 
Stop Plates, Locking Devices — Bolts in Shear 
—Knuckle Joints— Forms of Keys— Cotters— 
foumals—Shafts— Bearings— Shaft Couplings 
—Friction Clutches. 

PART TWO, 86 PAGES. 

Bearings: Seats or Steps— Pedestals— Hang- 
ers— Gearing— Spur and Bevel Gears— Wheels 
—Pulleys— Rope Gearing— Wire-Rope Gearing 
—Chains— Hooks— Pipe Flanges— Gaskets. 



PAGES. 

PART THREE, 89 PAGES. 

Steam-Engine Design— Boiler Pressure— Pis- 
ton Speed— Point of Cut-Off— Clearance— Back 
Pressure— Cylinders and Steam Chests— Steam 
Ports and Passages— Crank-Shafts— Crankpins 
—Piston— Hollow Piston— Built-Up Piston- 
Solid Piston— Piston Packing— Piston Rods : 
Connecting-Rods— Strap Ends— Marine Ends 
— Crossheads —Valves, Valve Stems and 
Eccentric Rods— Eccentric Sheaves and Straps 
-StuflBngboxes— Construction of Flywheels- 
Engine Frames or Beds— Engine Proiwrtions. 



DYNAMOS AND MOTORS. 



270 PAGES 

PART ONE, 63 PAGES. 
Physical Properties of Electricity— Electro- 
statics— Electrodynamics— Voltaic, or Gal- 
vanic Elements — Battery — Electromotive 
Series— Circuits— Magnetism— Compass— Elec- 
tromagnetism — Solenoid — Electrical Units— 
Electromotive Force, Ohm's Law— Galvanom- 
eter, Ampere Meter, Rheostat, Wheatstone's 
Mdge— Voltmeters. 



PART TWO, 84 PAGES. 

Separately-Excited Machine— Self-Exciting 
Dynamos — Compound Dynamos — Constant- 
Potential Dynamos, Heating and Sparking. 
PART THREE. 123 PAGES. 

Constant-Current Dynamos — Alternating- 
Current Dynamos— Transformers— Constant- 
Current Motors— Alternating-Current Motors 
—Switchboards— Safety Devices. 



Sample Page of instruction Paper. Steam Boilers. 

STEAM BOILERS. 547 

925. Feed-water heaters are of two chief classes : 1. 
Those which make use of exhaust steam from the engine. 
2. Those which make use of the waste furnace gases. 

A heater of the first class somewhat resembles the surface 
condenser in construction ; it consists of a vessel, generally 
of cylindrical form, filled with rows or coils of tubes. 

In some heaters, the exhaust steam passes through the 
tubes, which are surrounded by the feed-water. In other 
heaters, the water is pumped through the tubes, which are, 
in this case, surrounded by the exhaust steam. 

926. A common form of feed-water heater is shown in 
Fig. 289. The figure shows two views of the heater, a 




Fig. 289. 
longitudinal section through the shell, and a vertical section 
through the inlet feed-pipe F. It will be seen that the 
heater consists of an outer cylindrical shell and an inner one 
fitted with numerous tubes. The feed-water enters through 
F and fills the space in the inner shell not occupied by the 
tubes. The exhaust steam enters at A, flows through the 
tubes, then back between the inner and outer shells and out 
through B. The feed-water flows out through the pipe C 
to the boiler. Z> is a handhole, E the blow-off pipe, and // 
a manhole. 

When it is desired to economize space, vertical feed-water 
heaters are used instead of the horizontal pattern shown in 
the cut. 

927. Economizers make use of the heat in the waste 
furnace gases to raise the temperature of the feed-water/ 



Sample Page of instruction Paper. Dynamos and Motors. 

DYNAMOS AND MOTORS. 1527 

external circuit at every instant during the three revolutions. 
The effect is produced continually in the external circuit if 
the coil is rotated at a constant speed. These impulses in 
the strength of the current give it the name of pulsating 
current. 

2228. In Fig. 857, two separate coils are placed in a 
magnetic field at right angles to each other. Four metallic 
segments s^ s', s'\ and s'" are. cut from a cylindrical ring to 




Fig. 857. 
form the commutator, and are separated from one another 
by small air spaces ; the two ends of each coil are connected 
to two opposite segments in such manner that an imaginary 
diameter connecting the two segments together would lie at 
right angles to the plane of their coil, as shown in the figure. 
Two metallic brushes -j- B and— ^ rub against the commuta- 
tor, touching the two segments diametrically opposite to each 
other. A line drawn through the center of the commutator, 



Sample Page of Question Paper. Applied Mechanics. 

APPLIED MECHANICS. 1187 

(757) In Fig. 21 is a bookbinder's press, consisting of two 
equal armed toggle-joints, drawn together by a right and 




Fig. 21. 

left hand screw, li R= 10", L = 18", A = 12", and the 
screw has four threads per inch, what pressure would the 
platen P exert when a force of 75 lb. is exerted at the end 
of the handle, and the distance B is 16 inches ? Neglect 
friction. Ans. 84,295.4 1b. 

(758) Fig. 22 illustrates a mechanism in a certain 
machine. A pulley P drives shaft O, to which is attached 
crank disk D, the radius of the crank being OR. C E is a. 
vibrating lever with a pin E, at the end of which the con- 
necting-rods R E and K E are attached, thus transmitting 
the motion to the cross-head H. With a belt pull of 2 lb., 
it is desired to find (a) the force exerted upon the pin A", 
and (I?) the horizontal thrust exerted by the cross-head //", 
when C E makes an angle of 30° with the horizontal. 

As the example is to illustrate the principle only, the 
dimensions are, for convenience, made small. 



GAS ENGINEERING. 

Gas Engine Development. 

The remarkable rapidity with which the gas engine has developed is 
due solely to its intrinsic merit. Its advantages, for certain purposes, over 
every other form of power producer, has stimulated inventors to persevering 
effort, and the fact that less than a generation has witnessed its development 
and success is a monument to their genius. At first, no large engines were 
built, and the only recommendation of the small ones was their convenience. 
But such improvements have been made that gas engines can now be obtained 
up to 1,000 horsepower, and the new power producer has become an active 
rival of the steam engine. The demand for gas, gasoline, and oil engines is 
now so great that manufacturers of successful varieties are running far behind 
their orders, and the growth of the business is one of the marvels of the 
times. The gas engine costs far less to install and operate than a steam 
engine of the same power. It requires no separate building, no boiler, no 
smokestack, and no fireman. The yearly repair bill is merely nominal. The 
full power of the engine is instantly available, and where power is required 
at intermittent periods, this means a great saving over the steam engine in 
fuel and the time of the engineer. It can be run with the waste gases from 
coke ovens, blast furnaces, and gas regenerators; and where coal or water is 
scarce, and no gas supply is available, a gas engine with light portable pro- 
ducer, affords a ready supply of power. In short, the immense advantages of 
the gas engine assure its complete success, and the near future is bound to 
witness a still greater development. 

The Schools' Course in Gas Engines. 

In order to meet the demand from machinists, inventors, engineers, and 
power users for up-to-date information on the principles, construction, and 
operation of gas, gasoline, and oil engines, the Schools have prepared a Course 
that covers the following subjects: Arithmetic, Geometrical Drawing, Mechan- 
ical Drawing, Mensuration, Elementary Algebra and Trigonometric Func- 
tions, Logarithms, Elementary Mechanics, Pneumatics, Gas, and Petroleum, 
Heat, Gas, Gasoline, and Oil Engines. 

It is intended for two classes: first, steam engineers and others who wish 
to learn how to install, test, operate, and repair gas engines; and second, for 
machinists, inventors, and engine builders who wish to manufacture them. 

Through this Course the first class will learn to make the various calcu- 
lations relating to the operation, indicating, and power determination of gas 
engines; will understand the methods of handling the various fuels, and the 
principles of their combustion and explosion; and will have such a knowl- 
edge of gas engines as to be able to successfully start, run, and repair them. 

The second class will acquire the knowledge of mathematics necessary 
to calculate the pressure of gases, force of explosion, and proportion of parts 
in design, to successfully resist all strains and perform their alloted work 
with economy and efficiency. The instruction in the last two Papers of 
the Course will provide them with the detailed descriptions and illustrations 
of the leading types, principles of their operation, and formulas for designing, 
necessary for the successful invention or design of gas, gasoline, or oil engines. 



GAS ENGINES COIRSE. 



ARITHMETIC. 

Same as in Complete Mechanical Course (see page 26). 

MENSURATION. 

Same as in Mechanical Drawing Course (see page 25). 

GEOMETRICAL DRANA/ING (Optional). 

Same as in Complete Mechanical Course (see page 25). 

MECHANICAL DRA\A/ING (Optional). 

Same as in Complete Mechanical Course (see page 25). 



ELEMENTARY ALGEBRA AND TRIGONOMETRIC 
FUNCTIONS. 



Algebra. 

Use of Letters. 

Notation. 

Reading Algebraic Expressions. 

Positive and Negative Quantities. 

addition and Subtraction. 

Preliminary Ideas— Addition and Sub- 
traction of Monomials— Of Poly- 
nomials. 
Symbols of Aggregation. 
Multiplication. 

Preliminary Ideas — Multiplication of 
Monomials — Of Polynomials— Three 
Important Examples. 
Division. 

Introductory— Division of Monomials 
—Of Polynomials. 
Factoring: Three Cases. 
Fractions. 

Definitions — Reduction, Addition, 



Subtraction, Multiplication, and 
Division of Fractions— Mixed Quan- 
tities and Complex Fractions. 

Exponents. 

Equations. 

Definitions-Transformations— Simple 
Equations With One Unknown 
Quantity — Problems Leading to 
Simple Equations With One Un- 
known Quantity. 
Trigonometric Functions. 

Definitions. 

Trigonometric Tables. 

Given an Angle, to Find Its Function 
—Given the Function, to Find the 
Corresponding Angle— Two Cases. 

Solution of Right Triangles. 

When the Two Given Parts are a Side 
and an Angle— When Two Sides are 
Given. 



LOGARITHMS. 

Same as in Complete Mechanical Course (see page 26). 

ELEMENTARY MECHANICS. 

Same as in Complete Mechanical Course (see page 26). 



PNEUMATICS, GAS, AND PETROLEUM. 



Pneumatics . 

Properties of Air and Gases. 

Vacuum,Barometers,Tension of Gases, 
Mariotte's LaWj Gay-Lussac's Law. 

The Mixing of Gases. 

Mixtures of Equal Volumes of Gases 
Having Unequal Pressures, of Two 
Gases Having Unequal Volumes and 
Pressures, of Two Volumes of Air 
Having Unequal Pressures, Volumes, 
and Temperatures. 



Petroleum. 

Occurrence and Origin. 

What Petroleum Is. Its Occurrence 
and Origin. 
Extraction and Transportation. 
Distillation and Refining. 
Gas. 

Coal Ga». 
Water Gas. 
Producer Gas. 
Oil Gas. 
Natural Gas. 
Acetylene. 



32 



GAS ENGINES COIRSE. 



HEAT. 

Same as in Complete Mechanical Course (see page 26). 



GAS, GASOLINE, AND OIL ENGINES. 



Part I. 
Clieinical Action: Combustion. 

Laws op Chemical Combination. 

Elements and Compounds, Chemical 
Combination, Combination by 
Weight, ^Mixtures. 
Combustion. 

Combustion, Products of Combustion, 
To Find the Volume of Air Required 
for the Complete Combustion of 
Any Hydrocarbon, Heat of Combus- 
tion, Temperature of Combustion, 
Dissociation. 
Explosive Mixtures. 

Definitions, Method of Determining 
Properties of Gases, Best Proportion 
of Gas and Air, Velocity or Rate of 
Flame Propagation. 
Oeneral Theory of tlie Gas Engine. 
Fundamental PpaNciPLES. 
Depinitions. 
Classipication op Engines. 

Type I, Lenoir and Hugon Engines — 
Tvpe II, Bravton Engine — Tvpe 
III, Otto Engine— Type IV, Diesel 
Engine. 
The Perpect Engine. 

Beau De Rochas Cycle— Diesel Cycle. 
Eppiciency. 
Description of tlie Gas Engine. 
Preliminary. 
Four-Cycle Engines. 

Otto Slide Valve, Atkinson Cycle, 
Scavenging, Jacketless, and Multi- 
ple-Cylinder Engines. 
Two-Cycle Engines. 

Clerk, Robson, Nash, Day, and Kil- 
marnock Engines. 
The Diesel Motor. 
Operation op Four-Cycle Engines. 

Part II. 
Description of Various Details. 

Valve Mechanisms. 

Worm-Gearing — Spur Gearing — Ec- 
centrics — Worm Cam — Poppet 
Valves — Three Methods of Igniting 
Igniters. 
Governors. 

Five Methods of Governing. 
Starters. 



Clerk, Otto, Clerk-Lancaster, Low- 
Pressure, and Gunpowder Startera 
Mufplers. 
The Otto Oiler. 
Meclianlcs of tlie Gas Engine. 

Resolution of the Pressure on the 
Crankpin, Tangential - Pressure 
Diagrams. 
Engine Dimensions. 

Cylinder Proportions and Speed. 
Port Openings. 
MuFPLER Volumes. 
Depth op Water-Jacket. 
Balance Weights. 
Flywheels. 

Miscellaneous Dimensions. 
Installation of Gas Engines. 
Foundations. 
Arrangement op Piping. 
Electrical Apparatus. 
Testing. 

Object of Test. 
Apparatus Used in Testing. 
Method of Making the Test. 
Horsepower. 
Report op the Test. 
Heat Losses. 
Indicator Diagrajis. 
Gasoline Engines. 
Carbureters. 

Surface and Filtering Carbureters. 
Vaporizers. 
The Sintz Engine. 
Starting a Gasoline Engine. 
Installation. 
The Uses op Gasoline Engines. 

Motor Vehicle —Gasoline Launches- 
Gasoline Hoisting Engine — Gasolin© 
Traction Engine. 
Oil Engines. 
Three Classes. 
Engines of Class I. 

Operation of the Hornsby-Akroyd 
Engine: Vaporizer Valve-Box and 
Pipes Attached to Vaporizer, Cool- 
ing Tank, Oil Pump, Running En 
gine Light or Nearly So, To Set tb 
Skew Gearing. 
Engines of Class II. 

The Priestman Oil Engine. 
Engines of Class III. 



Sample Page of Instruction Paper= Gas, Gasoline, and Oil Engines. 

GAS, GASOLINE, AND OIL ENGINES. 571 

1286. A simple igniter is illustrated in Fig. 281. The 
plug/, screwed in the wall of the cylinder, carries a helical 

spring s on its inner 
end, the spring and its 
connections being insu- 
lated from the engine. 
The free end of .$• forms 
a tongue, or contact 
piece /. Attached to 
the piston-head is the 
stirrup-ended rod r. As 
the piston nears the top 
of its stroke, the cross- 
bar of the stirrup strikes the tongue, carrying 
it along until it slips off the bar, making a 
sudden break and producing a spark. Of 
course, the bar will strike the tongue on 
the down stroke, producing a second spark, 
which is evidently useless unless the first spark 
fails to fire the charge. This device is open 
to several objections. A "wiper break" is 
subject to a great deal of wear which throws 
it out of adjustment, and, again, the spring s 
is exposed to the intense heat of the burning 
gas and will soon lose its temper, and, conse- 
FiG. 281. quently, its elasticity. 





1287. Instead of using a chemical battery to supply 
current for an electric igniter, that from a dynamo driven 
by the engine itself may be employed. Since the electrical 
pressure depends upon the speed of the dynamo, it is con- 
venient to employ a battery to be used when starting the 
engine. By this arrangement, the battery is used for only 
a few minutes upon starting, and a cheap form of open- 
circuit cell may be employed. 

An example of such a dynamo is that constructed by the 
Holtzer-Cabot Co., and illustrated in Fig. 282. The figure 
shows both a side and an end elevation, with a portion of 



Sample Page of Question Paper. Heat. 

HEAT. 599 

(580) A tin vessel weighing 1^ pounds contains 30 ounces 
of water; the temperature of both is 91°. Into this is placed 
5 pounds of lead ore having a temperature of 40°. If the 
temperature of the mixture is 86°, what is the specific heat 
of the ore? Ans. .0423. 

(581) A hot air engine receives air at a temperature of 
450°, and exhausts it at 70° ; what is its ideal maximum 
efficiency ? 

(582) What is the weight of 700 cubic feet of hydrogen 
having a temperature of 200° and a tension of 20 pounds per 
square inch ? 

(583) (a) Name the kinds of thermometers in general use. 
(l?) Reduce 44° R. to the corresponding Centigrade tempera- 
ture ; (c) to the corresponding Fahrenheit temperature. 

Ans. I (^) ^^°5^ 
( (c) 131° F. 

(584) If a pound of air at atmospheric pressure, and 
having a temperature of 60°, be compressed adiabatically 
until its tension is 235 pounds per square inch, what will be 
its new volume and temperature ? A i ^-^^^^ ^^- ^^' 

^^' (704.2°. 

(585) {a) In what three ways may a body be considered to 
expand ? [l?) To which of these three ways does the expan- 
sion of a gas correspond ? (<:) What is absolute temperature ? 

(586) A hollow copper cylinder is heated by the applica- 
tion of 7,000 B. T. U. If its outside diameter is 10 inches, 
inside diameter 9^ inches, and length 6 feet, {a) what will be 
its linear expansion ? (l?) Its' cubical expansion ? (c) How 
much larger will its outside diameter be ? 

f (a) .195 in. 
Ans. } {I?) 6.63 cu. in. 
i{c) .027 in. 

(587) Twelve cubic feet of gas are heated from 65° to 
390° ; what is the increase in volume, the pressure remaining 
constant ? Ans. 7.428 cu. ft. 

(588) If a piece of cast iron weighing 75 lb. be drawn 



REFRIGERATION. 

The Growth of a New Industry. 

While mechanical refrigeration is a comparatively new branch of engi- 
neering, its many advantages over the old method of cooling by means of 
natural ice has caused the industry to grow far more rapidly than is generally 
known to the public. Confined at first to large cold-storage plants, ocean 
liners, beef warehouses, and breweries, refrigerating machinery is now com- 
monly found in meat markets, produce exchanges, steam yachts, merchant 
and naval vessels, hotels, apartment houses, dairies, and various manu- 
factories; and as business enterprise increases the demand for such machinery, 
and as business competition continually lowers its price and increases its 
eflSiciency, it is not improbable that the use of natural ice for cooling purposes 
will be largely abandoned in the near future. 

Natural ice often contains snow, organic matter that decays as the ice 
melts, and various disease germs. In melting it saturates the air with mois- 
ture. It loses much in transportation, storage, and delivery, occupies a large 
amount of space, and the lowest temperature it can produce is considerably 
above the freezing point. Mechanical refrigeration produces a supply of dry, 
cold air at any desired temperature down to 70° below zero, Fahrenheit. The 
pipes occupy little room, and the cold is produced where it is used. 

In many cities, both North and South, the manufacture of pure ice in 
cakes or plates of uniform density, of any desired size or shape, forms an 
important industry, and the superior quality and economy of the manufac- 
tured article makes it a successful competitor of natural ice. 

The Schools' Course in Refrigeration. 

In no other lines of work is technical knowledge more necessary or valu- 
able than in those pertaining to refrigeration, as very little information of 
value on the subject has ever been obtainable, and the scarcity of men com- 
petent to operate or design ice-making and refrigerating machinery is con- 
stantly increasing the high salaries already paid for this class of work. 

The Schools' Course includes instruction in Arithmetic, Mensuration, 
Elementary Algebra and Trigonometric Functions, Logarithms, Elementary 
Mechanics, Pneumatics, Heat, Steam and Steam Engines, Principles of Refrig- 
eration, and Ice-Making and Refrigerating Machinery. It is intended for two 
classes: first, steam engineers and others who wish to learn how to install, 
test, operate, and repair refrigerating machinery; and second, designers and 
builders who wish to manufacture ice-making and refrigerating machinery. 

Through this Course the first class will learn to make the various calcula- 
tions relating to the operation and testing of steam engines and refrigerating 
machinery, will understand the methods of handling the gases and mixtures 
used, and the principles and successful operation of refrigerating apparatus. 

The second class will acquire a knowledge of mathematics, mechanics, 
expansion and compression of gases, principles of refrigeration, and the 
proportion of parts in design necessary for effective and economical service. 
The writer of the advanced Papers has had a large experience in the design, 
manufacture, and installation of refrigerating machinery, and this Course 
provides the most valuable information on the subject extant. 



REFRIGERATION COURSE. 



ARITHMETIC. 

Same as in Complete Mechanical Course (see page 25). 

GEOMETRICAL DRANA/ING (Optional). 

Same as in Complete Mechanical Course (see page 25). 

MECHANICAL DRAWING (Optional). 

Same as in Complete Mechanical Course (see page 25). 

MENSURATION. 

Same as in Mechanical Drawing Course (see page 25). 

ELEMENTARY ALGEBRA AND TRIGONOMETRIC 
FUNCTIONS. 

Same as in Gas Engines Course (see page 32). 

LOGARITHMS. 

Same as in Complete Mechanical Course (see page 26). 

ELEMENTARY MECHANICS. 

Same as in Complete Mechanical Course (see page 26). 

PNEUMATICS. 

Same as in Complete Mechanical Course (see page 26). 

HEAT. 

Same as in Complete Mechanical Course (see page 26). 



PRINCIPLES OF REFRIGERATION. 



Part I. 
rnndamental Principles of Kefrig- 
eration. 

The Means op Producing Refriger- 
ation. 
Capacity and Efficiency op Refriger- 
ating Machines. 
The Air Kefrigerating: Macliine. 

Operation, General Theory, Capacity 
and Economy of the Air Machine, 
Friction, Clearance, Cylinder Super- 
heating, Moisture. 
Xiatent Heat of Refrigerating Ma- 
cliines. 
Fluids Used as Refrigerating 

Ether— Sulphur Dioxide— Pictet Fluid 
— Carbon Dioxide — Ammonia : 
Chemical Composition, Physical 
Properties, Specific Heat, Saturated 
and Superheated Gas, Aqua Am- 
monia, Heat of Absorption, Tests 
for Ammonia, To Prepare " Nessler's 
Reagent" — Relative Effectiveness 
of Refrigerating Fluids. 
The Ammonia Compression System. 
General Description — Cycle of the 
Ammonia Compression Machine — 
General Theory: Heat Transfers. 
Efficiency, Volume of Compressor 
Cylinder, Capacity, Influence of 



Suction Pressure, Influence of Con- 
densing Pressure — Compressor or 
Pump: Pump Cylinder, Compres- 
-sor Piston, Heat of Compression, 
Dry Compression, Wet Compression, 
Oil Injection, Single- and Double- 
Acting Compressors, Vertical and 
Horizontal Compressors, Clearance 
Spaces, Suction and Discharge 
Valves, Stuffingbox — The Motor: 
Speed of Compressor, Steam Engine, 
Gas Engine, Electric Motor, ^^ ater 
Power, Position of Cranks — The 
Ammonia Condenser: Atmospheric 
Condensers, Surface Condenser — 
Gauges, Valves, and Other Details: 
Pressure Gauges, Liquid-Level 
Gauges, Pipe, Fittings, and Valves, 
Drier, By-Pass— Considerations Af- 
fecting the Economy of the Com- 
pression System: Friction, Clear- 
ance, Cylinder Superheating, Com- 
pound Compression, Effect of Pres- 
sures. 
The Ammonia Absorption System. 

General Description — Details of the 
Absorption System: Generator, 
Analyzer. Rectifier, Exchanger and 
Weak Liquor Cooler. Condenser, 
Absorber. Ammonia Pump. Cast- 
ings, and Coils — Considerations 



37 




REFRIGERATION COIRSL 



PRINCIPLES OF REFRIGERATION.— Continued. 



Affecting the Economy of the Absorp- 
tion System: Generation of Anhy- 
drous Ammonia, Efficiency of 
Absorber, Efficiency of Exchanger. 
Comparison of Absorption and. Com- 
pression Systems. 
Application of Refrigeration. 

The Vacuum System. 

Refrigerating Systems. 

Two Systems, Their Relative Advan- 
tages. 

The Direct-Expansion System. 

The Brine System. 

Varieties and Properties of Brine: 
Salt Brine, Chloride of Calcium 
Brine— Making Brine— Brine Tank 
—Expansion Coils — Brine Pump- 
Brine Mains— Brine Coils— Cooling 
the Brine: Hendrick Brine Cooler, 
British Linde System. 



Tests of Refrigerating Machines. 

General Remarks. 

Test op Compression Machine. 

Capacity of Direct-Expansion System: 
Direct Measurement of Ammonia- 
Capacity of Brine System: Arrange- 
ment for Test, Thermometers and 
Mercury Wells, Calibrating the 
Brine Meter— Determination of Heat 
Rejected— Measurement of Work of 
Compression, Examples of Indicator 
Diagrams, Schedule of Test— Con- 
ducting and Working Up the Test- 
Calculation of Efficiency: Approxi- 
mate Efficiency, Direct Measurement 
of Steam and Fuel, Power Plants. 

Test of Absorption Machine. 

Measuring Anhydrous Ammonia, 
Measuring the Pump Delivery, Econ- 
omy of Absorption Machine, Heat 
Balance. 



ICE-MAKING AND REFRIGERATING MACHINERY. 



Installation and Management of 
Refrigerating Machines. 

Compression Machine. 

Erection: Foundations, Lining Up 
and Cleaning, Placing Condenser, 
Setting Brine Tank, Pipe Con- 
nections — Testing: Kinds of Tests, 
Testing Water and Steam Pipes, 
Packing and Inspecting the Com- 
pressor, Starting the Compressor, 
Pressure Test, Vacuum Test— Charg- 
ing and Operating: Charging Con- 
nections, Handling Anhydrous 
Ammonia Drums, Ammonia Test, 
Brine Charge, Starting the Machine, 
Expansion, Shutting Down the 
Machine, Practical Hints Relating 
to the Starting of the Machine, 
Supplies, Operating Details. 
Absorption Machine. 

Erection: Generator, Condenser and 
Expansion Tank, Exchanger, Ab- 
sorber and Aqua Ammonia Pump, 
Rectifier, Gauges and Connections, 
Coils— Testing and Charging: Cold- 
Water or Hydraulic-Pressure Test, 
Steaming Out, Charging and Ammo- 
nia Test, Charging With Anhydrous 
Ammonia, Expelling the Air, Start- 
ing the Machine, Limitations of Ca- 
pacity.Defective Working— Quantity 
of Water Used: Rectifier, Condenser 
and Absorber, Weak Liquor Cooler- 
Points on Operating: Specific Grav- 
ity of Liquor, Leaky Coils— How to 
Reduce the Pressure in Any Vessel. 
Application of Refrigeration. 
Brewery Refrigeration. 

General Description of the Process: 
How Beer is Made, Properties of 
Wort— The Cooling Operations; Ends 
to be Attained, Cooling the Wort, 
Refrigeration Required for Cooling 
Wort, Heat of Fermentation, Refrig- 
eration Required to Remove the 
Heat of Fermentation, Cooling the 
Cellars— Insulation of Rooms: Ob- 
ject of Insulation, Insulators Used, 
Air Spaces, Filling Material, Insu- 
lating Paper, Details of Insulation, 
Insulation of Exposed Surfaces. 



Cold Storage. 

Cold-Storage Warehouses: Object of 
Cold-Storage Warehouses, Condi- 
tions to be Maintained, General 
D,e sign — Refrigeration Required : 
Refrigeration Required to Keep the 
Temperature of the Room, Refriger- 
ation Required to Cool the Articles 
— Method of Cooling Storage Rooms: 
General Considerations, The Three 
Methods of Cooling Generally Used, 
Direct Radiation, Indirect Radia- 
tion, Forced Air Circulation, Ven- 
tilation, Sharp Freezing — Storing 
Victuals, Storage of Eggs, Storage 
of Dairy Products, Storage of Fruit, 
Temperature Required by Different 
Articles. 

Refrigeration for Packing Houses. 
Chilling, Storage, and Freezing 
Rooms, Refrigeration Required, 
Chill Room, Storage Rooms. 

Ice Making. 

Systems Used: Can System, Plate 
System — Can-System Ice-Making 
Compression Plant: Divisions of the 
Plant, Steaih Plant, Refrigerating 
Machine, Ice Plant, Ice Tank, Ex- 
pansion Coils, Ice Cans, Tank Sur- 
face, Grating and Covers, Insulation, 
Agitator, Crane and Hoist, Can 
Dump and Filler, Filling the Cans, 
Ice-Storage Piping, Water Supply, 
Distilled-Water Apparatus, Oil Sepa- 
rator, Exhaust-Steam Condenser, 
Reboiler and Skimmer, Filters, 
Water-Cooling Coils, Gas Forecooler, 
Distilled Water Connections— Can- 
System Ice-Making Absorption 
Plant: General Description, Dis- 
tilled-Water System, Distilled-Water 
Cooler, Course of the Water, Opera- 
ting the Plant — Plate Ice Plants: 
The Two Systems Used, Dry Plate 
System, Wet Plate System, Plate 
Plant Apparatus. 

Miscellaneous Uses of Refrigeration. 
Hotel Refrigeration, Chocolate Fac- 
tory Refrigeration, Air Refrigera- 
tion. 



Sample Page of Instruction Paper. Refrigeration and Ice Making Machinery. 
ICE-MAKING MACHINERY. 895 

more nearly in the same state as that of liie liquor in the 
generator. 




Fig. 352. 

Table 30 gives the lowest possible specific gravity to which 
a solution of ammonia can be reduced under various steam 
and condensing pressures. Thus, for a maximum steam pres- 
sure of 90 pounds and a condensing pressure of 150 pounds, 
13J-° Beaume is the lowest possible specific gravity that can 
be obtained. 

TABLE 30. 



LOW^EST SPECIFIC GRAVITY OF AQUA AMMONIA, 
IN DEGREES BEAUME. 



Steam Pressure in 


Ammonia Condensing Pressure, Pounds. 


Generator, Pounds. 


100 


120 


135 


150 


165 


ISO 


60 


13.5 


15.0 


16.0 


16.5 


17.0 


18.0 


70 


12.5 


14.0 


15.0 


16.0 


16.5 


17.0 


80 


12.0 


13.0 


14.5 


15.0 


15.5 


16.0 


90 


11.0 


12.0 


13.0 


]3.5 


14.5 


15.0 


100 




11.5 


12.5 


13.5 


14-0 


14.5 


■ 120 






11.5 


12.0 


13.0 


13.5 



Sample Page of Question Paper. Pneumatics. 

PNEUMATICS. 591 

(534) One pound of air has a temperature of 80° and a 
volume of 10 cubic feet; what is its tension ? 

Ans. 20 lb. per sq. m. 

(535) If an indicator card taken from a condensing 
engine shows a pressure of 12|- pounds below the atmos- 
phere, how many inches of vacuum will the vacuum gauge 
show ? 

(536) A vacuum of 27 inches will support a column of 
water of what height ? Ans. 30. 6 ft. 

(537) A certain vessel has a volume of 6.7 cubic feet. A 
vacuum gauge attached to it shows 17^ inches, (a) How 
much air at atmospheric pressure will it be necessary to 
admit to have the vacuum gauge show 5 inches ? (b) to 
show inches ? Ans. (a) 2.79-|- cu. ft. 

(538) A certain vessel contains 11 cubic feet of gas 
weighing 2.4 pounds. If put in communication with a 
second vessel from which all the air has been removed, and 
which has a volume of 25 cubic feet, what will be the weight of 
a cubic foot of the gas, the temperature remaining constant ? 

Ans. -5!^ lb. 

(539) The air contained in a closed vessel, under a pres- 
sure of 12 pounds per square inch, is heated from 60° to 
300°; what is its tension ? Ans. 17.54 1b. 

(540) What is the weight of a cubic foot of air at 212°, 
under a pressure of one atmosphere ? Ans. .059039 lb. 

(541) The diameter and stroke of the piston of an air 
compressor is 20 inches and 32 inches, respectively. If the 
discharge valve opens when the piston has completed 26 
inches of its stroke, (a) what is the volume ? (d) the weight ? 
{c) the tension of the air discharged ? Take the temper- 
ature of the outside air as 75°, and the temperature at dis- 
charge as 125°. ( {a) 1,884.96 cu. in. = 1.0908 cu. ft. 

Ans. j (^) .43143 lb. 

( (^) 85.727 lb. per sq. in. 

(542) Nineteen :ubic feet of air, having a tension of 12 
pounds per square inch, are mixed in a vessel which holds 30 
cubic feet, with 21 cubic feet of air from another vessel. If 



FARM MACHINERY. 

Modern Agricultural Methods. 

The past fifty years has witnessed a great change in agricultural methods. 
Progressive farmers have awakened to the fact that to be successful they 
must conduct their work strictly on business principles, be quick to recognize 
every improvement, and grasp every opportunity to increase their knowledge 
of labor-saving and money-making methods and apparatus. 

The ''Age of Machinery" has seen "The man with the hoe" give place 
to the horse-power cultivator, and the "thug," "thug," of the flail drowned 
out by the whir of the steam threshing machine. The shallow well, whose 
"old oaken bucket" too often rises to the top filled with contaminated, 
typhoid-breeding surface water, is fast being replaced by wells drilled deep 
through the solid rock. Milk, instead of being "set" for a day or two in 
myriads of ten-quart pans — a harbor for flies, kitchen odors, and disease 
germs — is now run through a power-driven separator, which delivers, in a 
few minutes^ much more cream than could possibly be obtained by the old 
method from a similar quantity of milk. 

These are but a few of the many changes in methods that the farmer 
must recognize and adopt if he would succeed in this business. Every har- 
vester, steam plow, portable sawmill, feed mill, or corn sheller that is sold 
only makes it more imperative for him to choose between intelligently using 
farm machinery or being a "farm machine" himself. He must keep pace 
with the methods of progressive agriculturalists, or be content to settle down 
to a lifetime of drudgery, with little more than a bare existence as its reward. 

The Schools' Course in Farm Machinery. 

In recognition of the growing demand for education in the principles of 
operation of traction and portable engines and farm machinery, the Schools 
have prepared a Course that includes instruction in the following subjects: 
Arithmetic, Mensuration, Mechanics, Traction and Portable Engines, and 
Farm Machinery. 

It is intended for all that are or expect to be engaged in the operation of 
farm, machinery. The student who completes this Course will thoroughly 
understand the principles of operation of traction and portable engines, prin- 
ciples of combustion, use of various fuels — such as coal, wood, and straw — valve 
setting, use of indicators and the measurement of power, and with a little 
experience with traction engines, be able to successfully handle stationary 
engines. He will understand the operation and repair of harvesters, steam 
plows, threshing machines, well drillers, and other forms of farm machinery. 
This knowledge will not only enable him to manage his own farm with the 
greatest efficiency, but will qualify him to undertake all such work through- 
out the surrounding country. As all farmers have not the means to purchase 
complete outfits of farm machinery, the man who is willing to undertake out- 
side work, and has the necessary machinery and technical knowledge, is 
certain of steady employment and good wages. 

Young men on the farm who desire to become stationary engineers, can 
learn the principles of steam engineering and traction engine w^ork through 
the Course, and then secure positions as stationary engineers. 



FARM MACHINERY COIRSE. 



ARITHMETIC. 

Same as in Complete Mechanical Course (see Page 25). 

MENSURATION. 

Same as in Mechanical Drawing Course (see Page 25). 



MECHANICS. 



Part I. 
Matter and Its Properties. 

Definitions. 
Motion and Velocity. 
Force. 

Center of Gravity. 
Simple Machines. 
Pulleys. 
Gear-Wheels. 

Fixed and Movable Pulleys. 
The Inclined Plane. 
The Screw. 
Friction. 
. Coefficients of Friction. 
Centrifugal Force. 
Specific Gravity. 
Work. 
Belts. 
Horsepower of Gears. 



Hydrostatics. 

Downward, 
Pressure. 



Part II. 



Upward, and Lateral 



Buoyant Effects of Water. 
Pneumatics. 

Vacuum. Barometer, Tension of Gases, 
Mario tte's Law. 
Pneumatic Machines. 

Air Pump, Air Compressors, Siphon, 
Injector. 
Pumps. 

Suction, Lifting, and Plunger Pumps. 
Air Chambers. 
Steam Pumps. 
Strength of Materials. 

Tensile Strength of Materials. 
Rules and Formulas for Tensile 

Strength. 
Chains. 
Hemp Ropes. 
Wire Ropes. 

Crushing Strength of Materials. 
Transverse Strength of Materials. 
Line Shaftings, 



TRACTION AND PORTABLE ENGINES. 



Heat. 
Steam. 

Properties of Steam. 

Steam — Steam Tables: Explanation of 
the Tables. 
Work Done by Steam. 

Work Diagrams: Expansion of Steam. 
Boilers. 

Types of Boilers. 

Locomotive, Return Flue, and Verti- 
cal Boilers. 
Construction of Boilers. 

Materials: Wrought Iron, Steel, Cast 
Iron— Riveted Joints — Staying Flat 
Surfaces— Tubes and Tube Sheets. 
Boiler Fittings. 

Fusible Plugs— Grates— Safety Valves 
— Steam and Water Gauges — The 
Whistle. 
Boiler Feeders. 
Pumps, Injector. 
Combustion and Fuels. 
Combustion. 

Products of Combustion — Complete 
Combustion of Carbon — of Hydro- 
gen: Heat of Combustion, Tempera- 
ture of Combustion, C o n d i t i o n s 
Required for Economical Combus- 
tion. 
Fuels. 

Coal, Wood, Straw. 
Firing. 
Tlie Traction Steam Engine. 
Mechanism of the Steam Engine. 



The D Slide Valve and Steam Distri- 
bution. 
Slide-Valve Diagrams Without Lap or 
Lead, With Lap and Lead, Effects of 
Lap, Lead, Position of Eccentric, 
Rocker-Arms, Direct and Indirect 
Valves— Setting the Slide Valve: to 
Place the Engine on Its Dead Center, 
Directions for Setting Slide Valve. 
Reversing Gears. 

Single Eccentric Reversing Gear^ 
Stephenson's Link Motion. 
Compound Engines. 

Efficiency of Heat Engines— Principle 
of the' Compound Engine — Com- 
pound Traction Engines. 
Various Details of the Traction 
Engine. 
Traction Gearing: Compensating Gear 
—Drive Wheels— Governor-Cylinder 
Lubrication. 
Operation and Care of the Traction 
Engine. 
General Examination — Boiler: Soot 
and Scale, Feedwater, Exhaust 
Nozzles, Use of Whistle — Engine: 
Starting the Engine, The Engine on 
the Road, Guiding the Engine, 
Friction Clutch, Setting the Engine, 
Connecting-Rod Brasses, Tests for 
Leaks — Friction and Lubrication — 
Winter Care of the Engine— Portable 
Engines. 



42 



FARM MACHINERY COURSE. 



TRACTION AND PORTABLE ENGI N ES.— Continued. 

Indicators and Indicator Diagrams. Determination of M. E. P., Piston 

Description of the Indicator. Speed, Friction Horsepower, Net 

Directions for Using the Indicator. Horsepower, Mechanical Eflaciency. 

Reducing Motion, D i r e c t i o n s for Reading Indicator Diagrams. 

Taking Indicator Diagrams, Points -o i^ • o^ -r.- ^ -u ^■ 

and Lines on the Diagram. Faults m Steam Distribution. 

Horsepower. Table of Properties of Saturated 

Mean Effective Pressure, Approximate Steam. 

TRACTION AND PORTABLE MACHINERY. 

Threshing Machinery. Bean Threshers. 
Introduction. Corn Shellers. 

Threshing Separators. Cylinder Shellers. 

General Description— Threshing Cyl- Spring Shellers. 

inder — Concave — Beater— Check- Miscellaneous Machinery. 

Board — Separating Devices: Pre- Feed Mills. 

cautions in Operating the Separator Corn Crushers. 

— Shoe or Cleaning Mill: Motion of Ensilage and Feed Cutters. 

Shoe, Blast, Screen. Baling Presses. 

Self-Feeders. Portable Saw Mills. 

Straw Carriers. Harvesters. 

Attached Swinging Stacker — Inde- Steam Plows. 

pendent Swinging Stackers— Wind STEAar Road Rollers. 

Stacker. Rock Crushers. 

Dust Collectors. Well Boring and Drilling. 

Clover Hullers. Cream Separators. 



48 



i 



Sample Page of Instruction Paper. Farm Machinery. 

FARM MACHINERY. 



491 



The driving pulley/ is driven by the main belt from the 
engine. 

The plunger works back and forth through the chamber 
below the hopper a^ and at each stroke forces the confined 




Fig. 263. 

hay d back into the compression chamber e. The compres- 
sion chamber is somewhat smaller at the back end, and 
owing to the friction of the bale on the walls of the compres- 
sion chamber, considerable power is required to force the 
confined hay through it. The compression of the bale is 
equal to this resistance due to friction. To increase the 
amount of compression, the side walls of the compression 
chamber can be forced in by turning a hand-wheel/" on each 
side of the press. The hand-wheels f and compression 
chamber e are strengthened and held in position by the cir- 
cular band g which passes around them. 

The column of compressed hay is divided into bales by 
inserting the division boards //, Ji into the compression 
chamber e through the hopper a\ these division boards pass 
along and come out of the rear end of the compression 
chamber with the column of compressed hay. 

To hold the compressed bales in shape and prevent their 
loosening up after coming out of the press, wire ties are 

44 



Sample Page of Question Paper. Traction and Portable Engines. 

TRACTION AND PORTABLE ENGINES. 579 

(a) Direct valve, reversing rocker ? f (a) 53°. 

(^) Direct valve, direct rocker ? J {3) 127°. 

(c) Indirect valve, direct rocker ? ' 1 (<:) 53°. 

{d) Indirect valve, reversing rocker ? I {d) 127°. 

(458) (a) By what means may the direction of an 
engine's motion be reversed ? {d) Describe the action of 
the Stephenson link. 

(459) What duty is performed by the link-motion in 
addition to reversing the engine ? 

(460) (^) What is the office of a governor ? (d) Explain 
the action of the governor as applied to the traction-engine. 

(461) Explain the action of a reducing motion, and state 
why it is used. 

(462) (a) What is meant by piston speed ? (l?) A 
6" X 10" engine makes 270 rev. per min. What is its piston 
speed ? Ans. (d) 450 ft. 

(463) (a) What is the mechanical efficiency of an engine ? 
(d) How is it found ? 

(464) Define the following: (a) Net horsepower; (d) 
friction horsepower; (c) indicated horsepower. 

(465) (a) What faults in steam distribution are shown 
by the diagram. Fig. 6 ? (3) How may they be partially 
remedied ? 




Fig. 6. 
(466) {a) How is the point of compression influenced by 
the speed of the engine ? (l?) What should be the amount 
of compression for high, slow, and medium speed engines ? 

45 



STATIONARY ENGINEERING. 

The Evolution of a Profession. 

Steam, " the great prime mover," has, since its application to the steam 
engine, revolutionized methods of manufacture. Its use as a ready and 
efl&cient means of obtaining power is so universal that the traveler is accus- 
tomed to gauge the manufacturing importance of a town by the volume of 
steam and smoke that rises above the roofs and chimneys. While the 
increasing use of gas engines and the facilities for power transmission afforded 
by electricity are doing away with the small steam engine, and, consequently, 
the "small engineer," the resulting centralization of power is daily increasing 
the opportunities for first-class men. The closing years of the nineteenth 
century have witnessed the decadence of the uneducated ''engine runner" 
and his *'job" and the rapid development of the profession of stationary 
engineering, wherein the remuneration expected and received by the edu- 
cated engineer is commensurate with his skill and technical knowledge. 

A Chief Engineer's Opinion. 

I cannot say too much regarding the benefits derived from my 
Stationary Engineers' Course in the Schools, but wish I could make It 
so strong that it would induce every engineer to enroll. The knowledge 
gained has been worth many times the price of the Course to me, and I 
have the great satisfaction of knowing not only the how but the why of 
my work. I now have charge of the Spring Garden Station of the 
Philadelphia Water Department, the largest plant owned by the city, 
with a pumping capacity of eighty million gallons of water every 
twenty-four hours. 

Clakence D. Williason, 1723 Norris St., PhUaddphia, Pa. 

The Engineer's Opportunity. 

Unfortunately, it is too often the case that the engineer considers his 
occupation a mere trade. If he sees that the safety valve is free to operate at 
the desired pressure; that the boiler is not injured by lack of water, excessive 
corrosion, leaks, or other readily ascertained causes; that the cylinder is kept 
free from water, and the adjustment of the various parts of the engine is pre- 
served, he thinks his duty as an engineer is done, and gives the subject of 
education no attention. 

Such a man needs to be aroused from his " sleep," that he may realize the 
possibilities of his profession. Many of the most successful students in the 
Stationary Engineers' Course completed it by studying in the engine room, 
while doing their own firing, instead of studying evenings. By systematically 
laying out his daily work, any engineer can find from two to four hours' time 
to invest in education, and thus advance his position from low-waged "engine- 
runner" to chief engineer, with a salary of from $100.00 to $150.00 a month. 

Locomotive Engineer to Chief Engineer. 

I enrolled in the Stationary Engineers' Course on the 9th of March 
1895, being a locomotive engineer by occupation, and received my 
diploma on the 2d of October, 1897. I was agreeably surprised at the 
completeness and simplicity of the Instruction Papers, and the care 
taken in the correction and explanation of the answers. After com- 
pleting my Course I obtained the position of chief engineer of the State 
Hospital for the Insane at Massillon, Ohio. I still hold this position 
and have charge of the electric-light and power plant, water works, 
and refrigerating plants. 

Clarence E. Sutton, Chief Engineer, Massillon, Ohio. 
46 





THE LICENSE SYSTEM. 



Licenses Required in Many States. 

While the increase in the size and speed of engines and the pressures 
maintained in modern steam boilers has brought about greater efficiency in 
power plants, it has also increased the danger to life and property when such 
plants are placed in the hands of incompetent persons. 

As a safeguard to the public, engineers are required, in many states, to 
obtain licenses before they are permitted to take charge of a plant. The 
National Association of Stationary Engineers, a powerful and influential 
organization, is endeavoring to secure the passage of license laws in those 
states that do not now require the examination and licensing of engineers, 
and the license system will soon be so nearly universal that the uneducated 
engineer will be unable to hold his position. In New York and other large 
cities, engineers are required to have a special license for each plant, and 
cannot afterwards take charge of a plant requiring a higher grade without 
being reexamined for a new license. 

First=CIass License, Less Work, and More Pay. 

It gives me much pleasure to say a few words in favor of the 
Schools. When I enrolled in the Stationary Engineers' Course of 
The International Correspondence Schools, on the 20th of July, 1896, 1 
was worJcing hard in the boiler room as a fireman. I highly appreciate 
the knowledge of stationary engineering that I have obtained from my 
Course in the Schools. I now have a first-class license as stationary 
engineer, and hold a better position than before, my working hours 
having been reduced to eight hours per day and my salary raised to 
$4.00 per day. 

Adolph Molstead, Elkhorn, Mont. 




Students Prepared for License Examinations. 

The instruction given in the Stationary Engineers' Course is especially 
designed to prepare the student for license examinations. The success of 
students of this Course, in obtaining first-grade licenses, evidences the superior 
character of the instruction. Attention is called to the letters printed on this 
page, in each of which the student states that through this Course he was able 
to obtain a first-class engineers' license. Such a license opens the door to high 
positions and good pay, neither of which can be obtained in "license states" 
by the engineer without ''papers," no matter how extended his practical 
experience may be. 

This Course is the opportunity of all firemen and engineers to qualify for 
license examinations, and it also provides engineers already licensed with the 
scientific knowledge required to pass examinations for licenses of higher grade. 



License and More Salary. 

I am afraid my humble pen is inadequate to express the great 
benefits derived from my course of study in The International Corre- 
spondence Schools. Too much praise cannot be given for the pains- 
taking, thorough manner in which they teach the pupil. No one need 
go through life uneducated while there is such an institution. A first- 
class engineers' license, a better position with a large increase in salary, 
a greater confidence in my own ability, and a knowledge that will soon 
bring me to the top of the ladder of success in my chosen profession, are 
a very few of the benefits. The Schools can always rely upon my 
hearty support. Frank E. Dewar, Hyde Park, Mass. 

47 




BOILER-ROOM ECONOMY. 

The Duties of a Fireman. 

The first duty of a fireman is to make steam fast enough to meet ah 
demands. His second duty is to see that the desired pressure is steadily 
maintained at the least possible expense, as more money can be wasted in 
the boiler room than can be saved in the engine room. In order to secure the 
largest volume of steam from a given quantity of fuel, he must understand 
the construction and care of boilers; how to prevent scale and foaming; the 
proper use of pumps, injectors, feed-water heaters, and blow-off; and must 
be able to set and care for lever and pop safety valves. To fire a boiler with 
efficiency and economy, he must understand the principles of combustion, 
that he may intelligently select the variety of fuel best suited to the work 
to be performed, produce the greatest amount of heat by scientific firing, and 
send the least possible amount up the chimney in the form of smoke. 

Salary Increased loo Per Cent. 

It is a well-known fact that the man who works from scientific 
principles is the man that gains the top round of the ladder. I am 
effecting a saving of 25 per cent, of fuel in the plant that I have charge 
of, from the principles I learned in the Stationary Engineers' Course, 
and the company has raised my salary 100 per cent., or where I was 
getting $9.00 per week I now get $18.00. The International Correspond- 
ence Schools have the credit for my success, and I intend taking another 
Course in a short time. I would recommend The International Corre- 
spondence Schools to any one desirous of obtaining a technical educa- 
tion in their work. 

B. M. SwiTZER, Engineer in Charge with Pierce & Co., Putney, Vt. 




Efficient Service Assures Advancement. 

That modern employers appreciate the importance of boiler-room economy 
is shown by the fact that in hundreds of plants the engineer is required to 
make a daily report of the number of pounds of fuel used and the horsepower 
developed. The even register of the recording steam gauge is a silent witness 
to the care and watchfulness of the fireman, just as heavy reductions in the 
pressure line or indications of frequent "pops" are certain signs of wasteful 
methods and unsatisfactory service. 

The fireman's opportunity for advancement lies in high-class boiler prac- 
tice at a minumum expense. Millions of dollars are annually expended in 
the production and use of steam, and it is not surprising that, in these days of 
strong business competition, the progressive manufacturer is ever on the alert 
to cut down the expense of power production. He is quite willing to advance 
an employe in position and salary if he can effect substantial reductions in 
operating expenses or increase the efficiency of the plant. 

Fireman to Assistant Engineer. 

Having graduated from The International Correspondence Schools, 
Scranton, Pa., I am prepared to give unqualified endorsement of their 
system of instruction. When I enrolled in the Stationary Engineers' 
Course, I was engaged as fireman for the Topeka Power Company. 
Within a year I was made second engineer and my wages were increased 
$25.00 per month. I never could have held my position without the 
knowledge gained from the Schools. I am now assistant engineer in a 
900-horsepower power plant at a salary of $75.00 a month. I strongly 
recommend The International Correspondence Schools to all mechanics 
that wish to qualify for advancement. The instruction is clear, simple, 
and practical. Geo. H. Henderson, Box 37, Oakland, Kan. 

48 




THE ELECTRIC PLANT. 




A New Duty for the Engineer. 

Of late years a new duty has arisen for the engineer. In all large engine 
rooms, the electric plant stands next in importance to the engine, and 
engineers who cannot intelligently handle electrical apparatus are fast being 
relegated to the poorest positions; which means, eventually, no positions at all. 
Many engineers are able to handle the dynamo, after a fashion, but stand in 
constant fear of the "invisible power." This is unnecessary and totally 
wrong. Their fear arises only from ignorance and the attempt, as it were, to 
"drive a horse without reins." The man that attempts to care for a dynamo 
without a proper knowledge of its construction and operation, is like a boy 
playing with a loaded gun. It may be that he will do no harm, but the 
probability of trouble is very great. By looking after the dynamo, the engi- 
neer assumes greater responsibilities and is entitled to more pay. But he 
can never obtain the best results from a dynamo until he thoroughly under- 
stands the principles of its action. 

Chief Engineer of Electric Power Plant. 

When I enrolled in the Stationary Engineers' Course, I was assistant 
engineer in a large street-railway power station. The method of 
instruction, being clear and practical, soon began to benefit me in my 
regular work. In a short time I became first assistant engineer, and am 
now chief engineer of the Enfield and Long Meadow Street Railway Co., 
a position I would have been unable to fill had it not been for the train- 
ing received in the Course. When I began to study, I knew practically 
nothing about electrical apparatus, but now have charge of all the 
electrical and mechanical repairs at the station. 

Geo. p. Thomas, Thompsonville, Conn. 

Necessity of Electrical Knowledge. 

The engineer employed in a plant that is not already equipped with 
electrical apparatus should begin to study at once, in order to be prepared to 
install and take charge of the electrical machinery, appliances, and wiring, 
when his employer decides to add them to the plant. He should know what 
style and size of dynamo is best suited for the work to be performed, and 
the amount of power required to drive it. He must understand the different 
methods of wiring for arc and incandescent lighting, so that he can make 
necessary repairs or changes in the system after its installation. Equipped 
with such information, he is prepared for promotion; lacking it, he is barred 
out from nine-tenths of the paying positions in stationary engineering. From 
the electrical instruction in the Stationary Engineers' Course, the student 
acquires all the knowledge necessary to successfully care for and economically 
operate such electrical machinery as is found in modern engine rooms. 

Another Student Becomes Chief Engineer. 

I cannot recommend The International Correspondence Schools, of 
Scranton, Pa., too highly to those who are desirous of bettering their 
condition and advancing in their line of work. 

I enrolled in the Stationary Engineers' Course in January, 1896, and 
have completed all the Instruction Papers excepting the last one. I 
feel that the knowledge gained has qualified me for the position I now 
hold. The method of study is very thorough, and the student cau 
readily advance, if he will only apply himself. I am now chief engi- 
neer of the Rockland Electric Railway power station. 

L. C. Jackson, Rockland, Me. 
49 




THE MAKING OF AN ENGINEER. 

The Old Way. 

Formerly the young man that was ambitious to become a stationary 
engineer, secured a position in the boiler room of some plant large enough 
to support an engineer and a fireman. Here he slowly picked up a knowledge 
of stationary engineering through observation, "pointers" from the engineer, 
and the hard knocks of experience. He learned in a general way how his 
work should be done to please the engineer, but seldom had an opportunity 
to find out why it should be so done. Perhaps, after several years of hard 
work and persevering study of such books and magazines on engineering as 
he could obtain, he would finally discover some firm willing to risk its engine 
in his hands. Such men are entitled to every honor for the perseverance 
and grit displayed in the acquirement of technical knowledge under such dis- 
couraging circumstances. But every scientific inprovement in engineering 
adds a few more stones to the wall over which the **rule-o' -thumb" worker 
must climb to attain success. 

From Farm Hand to Engineer. 

Some people think that correspondence is not so good as personal 
instruction, but I would sooner take a course of instruction by mail 
than go to a college. Three years ago I took up the Stationary Engi- 
neers' Course of The International Correspondence Schools, being then 
engaged as a farm hand. I would not take S500.00 for what I have 
learned in the Course. 1 have secured a good knowledge of arithmetic, 
of which I was previously quite ignorant, and now hold a first-class 
license. I have doubled my salary and many times made up the price 
of the Course. 

WiLHELM Erickson, Kurtz, Minn. 

The Schools* Way. 

No young man can afford to follow the old method of becoming an 
engineer unless he has at least five years of his time to throw away. As 
previously mentioned, stationary engineering has become a profession, requir- 
ing today five times the skill and knowledge that was expected of the engi- 
neer of ten years ago. The small stationary engine is fast disappearing, and 
large power plants are on the increase. The man that wishes to become a 
successful stationary engineer should prepare for the only opportunities that 
will be open — high salaried positions requiring just such a knowledge of the 
principles of operation of engines, boilers, and electrical machinery as can 
be obtained in the Stationary Engineers' Course. 

He should first begin the study of the Course. Then put his knowledge 
to practical use as fireman, oiler, or assistant engineer. Practice and educa- 
tion working together assure rapid advancement and ultimate success. 

Doubled His Salary Through Study. 

A few years ago, I was an ordinary laborer, working for 81.50 per 
day. I heard of The International Correspondence Schools and became 
a student. I soon got a place as fireman and then kept up my studies 
until I finished the Stationary Engineers' Course. By the knowledge 
btained from the Schools, I have steadily advanced myself. I am now 
a licensed engineer, and hold a position paying $3.00 per day. I have had 
my diploma framed and placed on the walls of my dining room, so that 
in years to come it will remind me of the time when I improved my 
whole life by taking up the Course. I shall ever remember that my 
success has been due wholly to the Schools. 

David A. Strong, 2320 Michigan Ave., Chicago, lU, 





BOUND VOLUMES OF INSTRUCTION PAPERS. 

Eealizing the great value of the Instruction Papers and Drawing Plates to 
those who have studied them, and the desirability of preserving them for 
reference, the Schools have reprinted them on special paper and bound them 
in handsome half-leather volumes. They are now furnished to the student 
by The Colliery Engineer Company as soon as he enrolls, if he pays for his 
Course in cash, or as soon as he has made his second installment payment. 
And as long as he lives up to his contract they cannot be taken from him. 
They are a duplicate set of the Instruction and Question Papers sent to the 
student throughout his Course, and are supplied in addition to them. Begin- 
ning at the rudiments of arithmetic, and leading the student through the 
entire theory of the profession on which they treat, they constitute an 
unequaled reference library. 

Following are descriptions of their contents: 

Stationary Engineers' Course. 

Volume I includes the Instruction and Question Papers on ArithmetiCy 
Mensuration, Mechanics, and Steam and Steam Engines. Arithmetic is the 
corner stone of an engineering education, and no pains have been spared 
to make the Schools' Arithmetic unrivaled for simplicity, clearness, and 
practical efficiency. The examples do not relate to horses, cows, marbles, 
etc., but to the ordinary calculations of steam engineering. They are thus of 
immediate value to the student in his work. The Paper on Mensuration gives 
plain instruction in the use of letters in formulas, such as occur in mechanics' 
pocketbooks, mechanical journals, and throughout the Course. Then full and 
clear treatment is given to the measurement of areas and perimeters of plane 
figures, and the surfaces and contents of variously shaped solids. This Paper 
will be found of great value to the engineer in calculating steam or water 
space, contents of cylinders, capacity of chimneys, weight or circumference of 
flywheels, or working hundreds of problems of a similar nature. Mechanics 
treats on the properties of matter laws of motion, and the calculations relating 
to levers and simple machine elements, friction, and specific gravity. The 
pressure and buoyant effects of water, properties of gases, relation of temper- 
ature, pressure and volume of gases, pumps, strength of materials, siphons, 
etc. are here treated. Steam and Steam Engines first discusses the relations 
existing between heat and steam, and explains the use of steam tables. Then 
the operating and adjusting of different varieties of slide valves is clearly 
treated, and exemplified by numerous practical valve-gear problems. Instruc- 
tion in the operation of Corliss valve gears, reversing gears, pendulum and 
shaft governors is followed by instructions in the use of the indicator, locating 
faults in steam distribution from the diagrams, and determining the indicated 
horsepower, net or brake horsepower, and the real efficiency of the engine. 
After explaining the principles of operation of the different types of condens- 
ers, the Paper concludes with instruction in the principles of operation of 
compound- and multiple-expansion engines. 

Volume II includes the Instruction and Question Papers on Steam Boilers 
and Dynamos and Motors. Under the head of Steam Boilers the student is 
taught the law^s of chemical combinations as applied to the combustion of 
fuels, and the conditions required for economical combustion. All the 



BOUND VOLUMES OF INSTRUCTION PAPERS. 

leading types of horizontal and vertical boilers are considered. Boiler details, 
furnace fittings, calculations relating to the construction, installation, and 
operation of boilers are here treated. Fuels and different systems of firing 
are then taken up, boiler incrustation, inspection and testing, steam appli- 
ances, and the management of boilers. The Paper concludes with full direc- 
tions for making boiler trials and recording the test. Dynamos and Motors 
treats on the principles and properties of electricity and magnetism as applied 
to the installation and operation of continuous- and alternating-current 
.dynamos and motors and switchboards for arc or incandescent lighting. 

Volume III includes the Instruction Papers on Geometrical and Mechanical 
Drawing, and the accompanying Plates. This Volume differs in form from 
the others. Its size is 11^ in. X 14 J in., the Drawing Plates being 12 inches 
long between the border lines. The directions for drawing each Plate are 




Bound Volumes of the Stationary Engineers' Course. 

on the page directly opposite. The Plates are large photozinc reproductions 
of original drawings, and are unsurpassed examples of the draftsman's art. 

By the aid of copious illustrations, the use and care of instruments is 
explained. Then simple geometrical constructions are taken up, lettering, 
lines used on drawings, use of scales, sectioning, and shading. The Plates 
gradually become more difficult, including machine details and the laying out 
of a general steam-engine drawing from designer's rough sketches. Directions 
for making blueprints and tracings complete the Volume. 

While the study of these subjects is optional with the student, the regular 
Papers and Plates are included in the Bound Volumes. 

Volume IV contains all the Tables and Formulas that are given in the first 
two Volumes, here collected in one thin book for quick reference. 

Volume V includes the Answers to Questions. This is a Key to all the 
Question Papers. It is illustrated wherever necessary, and when used judi- 
ciously will save the industrious student much valuable time and patience. 

52 



SYNOPSES OF SUBJECTS 

Taught in the Stationary Engineers' Course, 



ARITHMETIC. 



Part I, (54 Pages.) 
Definitions. 

Notation and Xtuneration. 
Addition. 
Subtraction. 
MnJtiplication. 
Division. 
Cancelation. 
Fractions. 
Decimals. 

GEOMETRICAL DRANA/ING. 



Pabt II. (59 Pages.) 



Percentage. 

Denominate Ifumbers. 

Measures. 

Involution. 

Evolution. 

Ratio. 

Proportion. 



(69 Pages.) 
It is optional with the student whether to study this subject or not. 



Instruments and Materials. 

Uses of Drawing Board, T Square, Tri- 
angles, Compasses, Dividers, Bow-Pen- 
cil, Bow-Pen, Drawing Paper, Pencils, 
Ruling Pen, Drawing Ink, Irregular 
Curves, Scale, and Protractor. 
Lettering. 

Plain Italic Letter, Block Letter. 
How the ^Vork Should Be Sent. 
Geometrical Constructions. 

Plate I: To Bisect a Line; To Draw a 
Perpendicular; To Draw a Line Parallel 
to a Given Line. 

Plate II: To Bisect a Given Angle; Te 
Divide a Line Into Equal Parts; To Draw 
a Line Through a Given Point to Mak'- 
Any Required Angle With That Line; 
To Draw an Equilateral Triangle. 

Plate III: Two Sides and the Included 
Angle of a Triangle Being Given, to Con- 
struct the Triangle; To Draw a Parallel- 
ogram When the Sides and One of the 
Angles Are Given; To Find the Center 
of an Arc; To Pass a Circumference 
Through Three Points; To Inscribe a 
Square; To Inscribe a Hexagon. 

Plate IV: To Inscribe a Pentagon, Octa- 
gon, or Any Regular Polygon; The Side 
of a Regular Polygon Being Given, to 
Construct the Polygon; To Find a Line 



of the Same Length as a Given Arc; To 
Find an Arc of a Given Radius Equal to 
a Given Line. 

Plate V: To Draw an Egg-Shaped Oval, 
An Ellipse, a Parabola, or Helix. 
Tlie Kepresentation of Objects. 

Kinds of Lines— Projection Drawing. 

Plate: Projections I. 12 Figures. 

Plate: Projections II. 6 Figures. 

Plate: Conic Sections. 4 Figures. 

Plate: Intersections and Develop- 
ments. — Fig. 1: Intersection of Two 
Unequal Cylindrical Surfaces. Fig. 2: 
Intersection of Two Equal Cylindrical 
Surfaces. Fig. 3: Three-Jointed Elbow. 
Fig. 4: Intersection of Two Unequal 
Cylindrical Surfaces at an Angle of 65°. 
Fig. 5: Cylindrical Piece of Iron Flat- 
tened on Two Sides. Fig. 6: Cylindrical 
Surface of One Section of the Elbow of 
Fig. 2. Fig. 7: Developmentof Oneof the 
Cylindrical Surfaces of Fig. 1. Fig. 8: 
Development of the Other Cylindrical 
Surface of Fig. 1. Fig. 9: Development 
of One of the Cylindrical Surfaces of 
Fig. 4. Fig. 10: Development of the 
Other Cylindrical Surface of Fis:. 4. 
Fig. 11: Conical Surface Cut by a Plane. 
Fig. 12: Development of Fig. 11. 

Shade Lines. 



MECHANICAL DRA\A/ING. 



(32 Pages. 
It is optional with the student whether 
Drawing Plates. 

Plate: Mechanical Details. 

Fig. 1: Single Square-Threaded Screw. 
Fig. 2: Double Square-Threaded 
Screw. Fig. 3: Single V-Threaded 
Screw, Right-Handed. Fig. 4: Sin- 
gle V-Threaded Screw, Left-Handed. 
Fig. 5: Double V-Threaded Screw. 
Fig. 6: Brass Nipple. Fig. 7: 
Another Method of Representing a 
V-Threaded Screw. Fig. 8: Short 
Method of Representing Fig. 7. 
Fig. 9: Cast-iron Hand Wheel. Fig. 
10: Wrought-Iron Crank. 
Section Lines. 
Scales and Their Use. 
Tracings. 
Blueprinting. 
Plate: Bandwheel. 

Elevation and Cross-Section of One- 
Half of a 14-Foot Bandwheel. 

53 



) 

to study this subject or not. 
Plate: Eccentric and Brake Lever. 
Elevation and Section of an Eccentric 
and Its Strap. Front and Side Ele- 
vations of a Bri,ke Lever — Repre- 
senting a Nut. 
Plate: Reversing Leve^. 

Elevations of a Reversfs^ Lever. 
Plate: 5-Inch Globe Valve. 

Longitudinal Section. 
Plate: Boiler Setting I. 

Front View of a Battery of Three Re- 
turn Tubular Boilers. 
Plate: Boiler Setting II. 

Sectional View of Boiler and Setting. 
Plate: Six- Horsepower Horizontal 
Steam Engine. 
Rough Sketches of the Details With 
Dimensions, From Which the Stu- 
dent Makes a Drawing and a Tra- 
cing of the Engine. 



SYNOPSES OF SUBJECTS 

Taught in the Stationary Engineers' Course. 



MENSURATION. 

(29 Pages.) 



FOBMIJLAS. 

XiNEs AND Angles. 
Quadrilaterals. 
The Triangle. 
Polygons. 



The Circle. 

The Prism and Cylinder. 

The Pyramid and Cone. 

The Frustum of a Pyramid or Cone. 

The Sphere and Cylindrical King. 



MECHANICS. 



(123 Pages.) 



Part I. (57 Pages.) 
Matter and Its Properties. 

Definitions. 

Motion and Velocity. 

Force. 

Center of Gravity. 

Simple Machines. 

Pulleys. 

Gear-Wheels. 

Fixed and Movable Pulleys. 

The Inclined Plane. 

The Screw. 

Friction. 

Coefficients of Friction. 

Centrifugal Force. 

Specific Gravity. 

Work. 

Belts. 

Horsepower of Gears. 

Part II. (66 Pages.) 
Hydrostatics. 

Downward, Upward, and 
Pressure. 



Laterr/l 



Buoyant Effects of Water. 
Pneumatics . 

Vacuum, Barometer, Tension of Gasea, 
Mariotte's Law. 
Pneumatic Machines. 

Air Pump, Air Compressors, Siphon, 
Injector. 
Pumps. 

Suction, Lifting, and Plunger Pumps. 
Air Chambers. 
Steam Pumps. 
Strength, of Materials. 

Tensile Strength of Materials. 
Rules and Formulas for Tensile 

Strength. 
Chains. 
Hejnip Ropes. 
Wire Ropes. 

Crushing Strength of Materials. 
Transverse Strength of Materials. 
Line Shaftings. 



STEAM AND STEAM ENGINES. 



(130 Pages.) 



Heat. 



Part I. (64 Pages.) 



Heat, Temperature, Effects of Heat, 
Latent Heat, Measurement of Heat, 
British Thermal Unit, Relation Be- 
tween Heat and Work, Mechanical 
Equivalent of Heat, Specific Heat, 
Latent Heat of Fusion, Latent Heat 
of Steam, Temperatures of Mixtures. 
Steam. 

Steam, Boiling, Saturated Steam, Su- 
perheated Steam. 
Steam Tables. 

Explanation of the Table, Work Done 
by Steam, Work Diagrams, Ordi- 
nates, Expansion of Steam, Expan- 
sion Line. 
Tlie Steam Engine. 

Four-Link Slider Crank, Definitions 
of Parts. 
The Plain Slide- Valve Engine. 

Types, Definitions of Parts. 
The D Slide Valve and Stea>i Distri- 
bution. 
Skeleton Diagrams Showing Positions 
of D Slide Valve Without Lap or 
Lead, Skeleton Diagrams Showing 
Positions of D Slide Valve With 
Both Lap and Lead, Effects of Lap, 



Lead, Position of Eccentric, Rocker- 
Arms, Skeleton Diagrams Showing 
Effect of Rocker-Arm on D Slide 
Valve, Direct and Indirect Valves. 

Forms op Slide Valves. 

Double-Ported Valves, Allen Valve, 
Meyer Cut-Ofl Valve. 

Setting the Slide Valve. 

Dead Centers, To Place the Engine on 
Its Dead Center, Directions for Set- 
ting the Slide Valve. 

Valve-Gear Problems. 

With the Valve Travel, Lap, and Lead 
Given, to Find the Cut-Off and Angle 
of Advance — Given, the Valve 
Travel, Angle of Advance, and 
Cut-Off, to Find the Lap and Lead 
—Given, the Lap, Lead, and Point of 
Cut-Off, to Find the Valve Travel 
and Angle of Advance— Given, the 
Cut-Off, the Lead, and the Opening 
of the Port When the Valve is at the 
End of Its Travel, to Find the Lap, 
Travel, and Angle of Advance. 

Clearance; Real and Apparent Cut- 
Off. 
Clearance, Real and Apparent Cut-Off, 
Ratio of Expansion, Diameters of 
Steam and Exhaust Pipe. 



SYNOPSES OF SUBJECTS 

Taught in the Stationary Engineers' Course, 



STEAM AND STEAM ENGI N ES.— Continued 



Part IT. (66 Pages.) 
The Corliss Valve Gear. 

General Description. 
Reversing Gear; Link Motions. 
Governors. 

Throttling Governors, Pendulum or 
Fly-Ball Governor, Shaft Governors, 
Armington and Sims Shaft Grov- 
ernor. 
Indicators and Indicator Diagrams. 
Description, Reducing Motion, Slotted 
Swinging Lever, Directions for 
Taking Indicator Diagrams, Points 
and Lines of the Diagram. 
Horsepower. 

Horsepower, Mean Effective Pressure, 
Approximate Determination of 
M. E. P., Piston Speed, Friction 
Horsepower. Net Horsepower, Me- 
chanical Efficiency. 



Reading Indicator Diagrams. 

Faults in Steam Construction. 
Steam Consumption. 

How to Find Steam Consumed per 
Horsepower per Hour, the Expan- 
sion Line, Determining the Point of 
Cut-OfE. 
Efficiency. 

Efficiency of Heat Engines. 
Condensers. 

Condensation, Surface Condenser, Jet 
Condensers, Water Required by a 
Condenser. 
Compound and Multiple-Expansion En- 
gines. 
Types, Definitions, Examples of Com- 
pound Engines, Tandem Compound 
Non-Condensing Engine, Triple-Ex- 
pansion Marine Engine. 
Horsepower of Compound Engines. 



STEAM BOILERS. 



(149 Pages. 
Part I. (70 Pages.) 
Clieralcal Elements. 

Laws of Chemical Combinations. 

Elements and Compounds, Chemical 
Combination, Combination by 
Weight, Mixtures. 
Combustion. 

Combustion, Products of Combustion, 
Heat of Combustion, Temperature 
of Combustion, Conditions Required 
for Economical Combustion, 
Types of Steam Boilers. 

Parts of a Boiler, Plain Cylindrical, 
Flue, Return Tubular, Cornish, Lan- 
cashire, Galloway, Locomotive or 
Firebox, and Vertical Boilers. 
Water-Tube and Sectional Boilers. 
French or Elephant, Babcock & 
Wilcox, Root, Heine, Sterling, Har- 
rison Safety, Hazleton or Porcupine, 
and Field Boilers. 
Marine Boilers. 

Scotch or Drum, and Double-Ended 
Scotch Marine Boilers. 
Boiler Details. 

Construction or Boilers. 

Boiler Materials, Wrought Iron, Steel, 
Cast Iron, Copper, and Brass, Rivets, 
Riveted Joints, Arrangement of 
Joints and Plates, Connecting Plates, 
Rivet Holes, Calking, Staying of 
Flat Surfaces, Diagonal Stays, Girder 
Stays or Crown Bars. 
Strength op Boilers. 
Grate Area; Heating Surface. 

Rate of Combustion, Grate Area, Heat- 
ing Surface, Efficiency of Heating 
Surface, Ratio of Heating Surface 
to Grate Area, Ratio of Heating Sur- 
face to Horsepower. 
Horsepower of Boilers. 

Standard Unit of Horsepower, Factors 
of Evaporation, To Find the Horse- 
I)ower of a Boiler. 
Part II. (79 Pages.) 
Boiler Fittlnprs. 
The Safety Valve. 

55 



) 

Safety Valve, Dead-Weight Safety 
Valve, Lever Safety Valves, Spring 
Safety Valves, Area of Safety Valve, 
Directions for Use and Care of Safety 
Valves, The Feed Apparatus, Feed- 
water Heaters, Economizers, Steam 
Gauge, Gauge-Cocks and Water 
Gauges, Fusible Plugs, Blow-Out 
Apparatus, Dome and Dry Pipe, Man- 
holes, Mudholes, and Handholes, 

Furnace Fittings. 

Grates, Dead Plate, Argand Steam 
Blower, Bridge— Methods of Produ- 
cing Draft: Natural Draft, Chimney, 
Forced Draft. 

Fuels. 

Firing. 

Spreading, Alternate, and Coking Fir- 
ing, Mechanical Stokers. 

Boiler Setting. 

Setting of a 60-Inch Return-Tubular 
Boiler, Boiler and Pipe Coverings, 
Installation of a Complete Steam 
Plant, Steam Pipes, 

Incrustation. 

Causes, Remedies. 

Wear and Tear. 

Corrosion, Leakage, Overheating. 

Inspection and Testing. 

Boiler Explosions. 

Cause, General Directions for Preven- 
tion. 

Management and Care of Boilers. 

Firing, Water Level, Low Water, Foam- 
ing or Priming, Leaks, Blowing Off, 
Filling Up, Safety Valves, Pressure 
Gauge, Gauge-Cocks and Gauge 
Glasses, Feed-Pump and Injector, 
Removal of Sediment and Incrusta- 
tion, Cleaning, Exterior of Boiler, 
Blisters and Cracks, Fusible Plugs, 
Air Leaks, Galvanic Action, Rapid 
FirinsT, Cleanliness, Unused Boilers. 

Boiler Trials. 

Code of Rules for Boiler Trials. 

Preliminaries to a Test, Starting and 



SYNOPSES OF SUBJECTS 

Taught in the Stationary Engineers' Course, 



STEAM BOILERS.— Continued. 



stopping a Test, Standard Method, 
Alternate Method, Keep Conditions 
Uniform During the Test, Keeping 
the Records, Priming Tests, Analysis 
of Gases, Record of the Test, Report- 



ing the Trial, Quality of Steam, 
Barrel Calorimeter. 
Steam Appliances. 

Separator, Stratton Separator, Steam 
Loop, Injector, Pumps. 



DYNAMOS AND MOTORS. 



(270 
Part I. (63 Pages.) 
Introduction . 

Electricity, Processes for Developing 
Electricity, Ways of Detecting Pres- 
ence of Electricity. 
Static Charges. 

Electrified Bodies, Positive and Nega- 
tive Charges, Electric Series. 
Conductors and Non-Conductors. 
Electrodynamics. 

Potential, Direction of Flow, Contin- 
uous Current, Simple Voltaic or 
Galvanic Cell, Electromotive Series, 
Methods of Connecting Cells. 
Circuits. 
Magnetism. 

Magnets, Compass, Magnetic Field, 
Magnetic Density. 
Electromagnetism. 

Direction of Current in a Magnetic 
Field, Solenoid, Magnetic Permea- 
bility, Electromagnet. 
Electrical IJnlts. 

Ampere, Ohm, Volt, Electromotive 
Force, Ohm's Law, The Ampere or 
Unit Strength of Current, Galvanom- 
eter, Ampere Meters, The Ohm or 
Unit of Resistance, International 
Ohm, Microhm, Megohm, Tempera- 
ture CoeflBcient, Specific Resistance, 
Resistance Box or Rheostat, Wheat- 
stone Bridge, The Volt or Practical 
Unitof Electromotive Force, Garde w 
and Weston Voltmeters. 
Applications of Ohm's Law. 

To Closed Circuits, To Drop or Loss of 
Potential, To Voltaic Cells, To 
Derived Circuits. 
Electrical Quantity. 

Coulomb. 
Electrical Work. 

Joule — Electrical Power: Watt. 

Part II. (84 Pages.) 
Electromagnetic Induction. 

Induced Currents, Electromagnetic 
Induction, Self-induction, Mutual 
Induction, Primary and Secondary 
Coils, Convenient Method of Find- 
ing Direction of Current in a Straight 
Conductor. 
Physical Tlieory of the Dynamo. 

E. M. F. Generated by a Revolving 
Coil of Copper Wire, Diagrammatic 
Representation of Current Variation, 
Alternating Current, Commuting an 
Alternating Current, Segments, Com- 
mutator, Brushes, Pulsating Current, 
Local Eddies, Closed- and Open-Coil 
Winding, Neutral Spaces and Points, 
Dynamo, Armature. 



Pages.) 

Armature Reactions. 

Movement of a Conductor in a Mag- 
netic Field, Thumb-and-Finger Rule 
for Direction of Motion of a Conduc- 
tor, Counter Torque of a Dynamo, 
Armature Reaction, Distortion of 
Magnetic Field. 
Field Magnets. 

Magneto Machine, Separately Excited 
Dynamos, Magnetizing Force, Mag- 
netic Saturation, Self- Exciting Shunt 
Dynamos, Building Up, Residual 
Magnetism, Self-Exciting Series Dy- 
namos. Compound or Shunt-and- 
Series Dynamos. 
Types of Bipolar Field Magnets. 

Bipolar Dynamos, Salient and Conse- 
quent Poles. 
Types of Dynamos. 

Constant-Potential Dynamos, Con- 
stant-Current Dynamos, Alternating- 
Current Dynamos. 
Constant-Potential Dynamos and Gen- 
erators. 
Multipolar Dynamos, Parallel or 
Multiple Winding, Types of Multi- 
polar Field Magnets, Mechanical 
Construction, Frame, Armature, 
Commutator, Brushes and Brush 
Holders, Journals or Bearings, 
Driving Mechanism, Pilot Lamp. 
Efficiency of Constant-Potential 
Dynamos. 
Input, Output, Losses, Efficiency, Per- 
cent. Loss, Friction Losses, Core 
Losses, Hysteresis, Field 
Armature Losses, Other Losses. 
Output of Constant-Potential 
namos. 
Effects of Heating and Sparking. 

Part III. (123 Pages.) 

Constant- Current Dynamos. 

Open and Closed Coil. 
Closed-Coil Armatures. 

Methods of Regulating E. M. F. of 
Closed-Coil Armatures. 
Principal Closed-Coil Constant-Cur- 
rent Dynamos. 
Wood, Standard, Western-Electric, Ex- 
celsior, and Ball Dynamos. 
Open-Coil Armatures. 
Principal Open-Coil Constant-Current 
Dynamos. 
Brush, Westinghouse, and Thomson- 
Houston Dynamos. 
Output of Constant-Current Dynamos. 
Alternating-Current Dynamos. 
Definitions. 

Alternation, Cycle, Frequency. 



Dy- 



56 




JZ77^S.e5./893. 



DRAW 

Accompanying Second Instruction Paper on Drawing of t 



BDILER SETTING-II. 

Sc(xZe ^=/ft. 




J-O^C^ S/y^T^ir. CL.ASJ JVS 4529, 



IG PLATE. 



Tb!' School of Steam Engineering, Stationary Division (Reduced.) 



Sample Page of Instruction Paper. Steam Boilers. 

STEAM BOILERS. 1057 

supplied by the same pump. The main pipe P P^ running- 
along the fronts of the boilers, receives the feed-water dis- 
charged from the pump. Each boiler is supplied by a pipe 
branching from the pipe P, and entering the front head C. 
Each of these branches is provided with a globe valve A and a 
check-valve B. The globe valve shuts off the water from the 
boiler, while the check-valve allows the water to enter the 
boiler when the globe valve is open, but prevents its return. 

1766. The ordinary globe valve is shown in Fig. 554. 
The water enters at A^ flows through 

the opening beneath the valve and 
out through B. It will be noticed 
that the valve seat is flat instead of 
being beveled. Flat-seated valves 
are commonly used, although perhaps 
not quite so good as those with beveled 
seats. 

1767. The construction of a 
saving clieck-valve is shown in Fig. 
555. It is evident that the water 
entering below the valve at A will ^^°- ^^'*- 
raise it from its seat and flow through the outlet B^ into the 
globe valve, and from thence into the boiler The projec- 
tion C on the valve strikes the bottom of the screw and is 

thus prevented from going 
too far. As soon as the pump 
ceases working, the pressure 
on the back of the valve forces 
it to its seat, and thus pre- 
vents the water from return- 
ing. The check-valve shown 
in the illustration is better 
suited for a horizontal than a 
Fig. 555. vertical position. 

Every boiler should be supplied with its own independent 
check-valve, as otherwise there is danger that the steam 
pressure may force the water back through the feed-pipe. 






Sample Page of Question Paper. Steam and Steam Engines. 

STEAM AND STEAM ENGINES. 461 

pound non-condensing engine. Diameter of high-pressure 
60 Spring, 




30 Spring. 




Fig. 9. 

cylinder, 13''; of low-pressure cylinder, 20"; stroke, 15"; 
revolutions per minute, 230. Find the horsepower. 

Ans. 177.1 H. P. 

(481) Find the water consumption per I. H. P. per hour 
of a 24" X 30" engine making 150 revolutions per minute, and 
giving a diagram like A^ Fig. 8. Scale of spring, 30. 

Ans. 26.21 lb. per I. H. P. per hour. 

(482) {a) What is meant by high rotative speed ? {b) 
What is the difference between a high rotative speed and a 
high piston speed ? {c) Does an engine having a high rota- 
tive speed necessarily have a high piston speed ' 

(483) In Fig. 10 are shown the diagrams from both ends 
of the cylinder of a 13" X 12" engine running at 300 revolu- 
tions per minute. Scale of spring, 60. Find the L H. P. 
developed by the engine. Ans. 91.66 I. H. P. 

58 



MARINE ENGINEERING. 



Fifty Years of Progress. 

The modern twin-screw "Greyhounds of the Deep," with their powerful 
engines, electric lights, refrigeration plants, and all the luxuries and conveni- 
ences of high-class hotels, bear little resemblance to the small sidewheel 
steamers of fifty years ago. And there is every reason to believe that the 
near future will witness a still greater development in the size, speed, equip- 
ment, and carrying capacity of both ocean and lake and river steamers. 
The opening of Chinese harbors to the world, the development of American 
and European navies, and the construction of the Nicaragua Canal all point 
to such a condition. Opportunities for advancement in marine engineering 
are open only to such men as have engineers' licenses of the grade required 
for the position. This license cannot be obtained without actual sea service, 
and a rigid examination, as the government insists upon the employment of 
men having the technical knowledge necessary to safely manage modern 
marine machinery. 

Endorsed by the Marine Engineers' Beneficial Association. 

Having visited Scranton, Pa., in the interest of the New York members of The Marine 
Engineers' Beneficial Association, for the purpose of looking into the methods and reli- 
ability of The International Correspondence Schools, of Scranton, Pa., I am prepared, after 
a personal investigation, to unqualifiedly endorse the Schools and the thoroughness of their 
methods and to strongly recommend this institution to the members of our Association, as 
well as to all other marine engiTieers and their assistants, who wish to qualify themselves 
for advancement. No ambitious marine engineer can afford to neglect this opportunity for 
acquiring a thorough knowledge of his profession. 

Richard E. Leighton, Business Manager, M. E. B. A., No. 33. 

United States Regulations. 

Under the regulations of the United States Treasury Department, before 
a person can secure a license for a position on the lowest class of steam vessels, 
it is necessary that he shall have lived at least six months in the United 
States, shall have declared his intention of becoming a citizen and shall have 
had three years' experience in the engineer's department of a steam vessel. 
If he has been a stationary or locomotive engineer, or has served three years' 
apprenticeship in a machine shop building steam engines, and has had a 
year's experience at sea in the engineer's department, he can be granted a 
license for any grade lower than second assistant engineer of an ocean steamer. 
Those who hold positions as first, second, or third assistants must stand 
examinations to secure promotion to higher positions on the vessels on which 
they are employed, as chiefs and assistants must do to obtain positions on 
vessels of greater tonnage. The engineer must study if he wishes to advance. 

Marine Engineer Greatly Benefited. 

The benefits I have derived from my Marine Engineers' Course in 
the Schools are almost too numerous to mention in this letter. I cannot 
say enough in favor of the Schools or express my thanks for their 
patience with me, as poor eyesight hampered my progress. Through the 
Schools' instruction I have had my license raised from 500 tons to that 
of chief engineer of ocean steamers, without restriction to tonnage. I 
now have one of the best positions on the coast. The boat is equipped 
with the latest improved triple-expansion engines and a modern electric 
plant. The electric instruction of my Course is of great assistance in 
handling the electrical machinery with which this steamer is equipped. 

Chas. H. Bucknam, Tug "Eureka,'' Cramps' Dry Dock, Phila., Pa. 

59- 




THE LICENSE SYSTEM. 




Classification of 5team Vessels. 

By the United States government, steam vessels of its merchant service 
are placed under the supervision of the Treasury Department, and are divided 
into five classes. This classification does not include pile drivers, sawmill 
boats, small ferry and pleasure steamers, or other nondescript craft of light 
tonnage and little importance, for which special licenses are required. 

1. Ocean. 4. Condensing, River. 

2. Condensing, Lake, Bay, and Sound. 5. Non-Condensing, River. 

3. Non-Condensing, Lake, Bay, and 

Sound. 

Special licences are required for boats of 15 tons gross or over, propelled 
by gas, fluid, naphtha, or electric motors. 

Inspectors may designate upon the certificate of any chief or assistant 
engineer, the tonnage of the vessel on which he may act. 

From Coal Passer to First Assistant Engineer. 

When I enrolled in the Marine Engineers' Course, I was working 
for the Key West Electric Light and Gas Co. Afterwards, I was em- 
ployed as fireman, at small pay, by the Venable Construction Co., of 
Atlanta, Ga. After their work was finished, I entered the lighthouse 
service as coal passer. In two years I went through all the branches 
of the business, and at an examination some weeks ago made the 
highest percentage on record in this district. I am now second in 
charge of the engineering department of one of the largest steamers in 
the U. S. lighthouse service. Any ambitious person cannot fail to 
succeed under your system of instruction. 

Wm. H. Demeritt, 1st Asst. Engr. U. S. S." Mangrove," Key West, Fla. 

The Course Qualifies the Student for Any Examination. 

Engineers on these five classes of steamers are divided into sixteen 
grades. A license is required for each grade, and the grade is fixed according 
to the class of vessel upon which the engineer is employed. 

Previous to the establishment of the School of Marine Engineering, sea- 
going engineers who desired to raise their "papers" were obliged to secure 
leave of absence from duty and go to some regular day or night school to 
prepare for license examinations. But by the International System they can 
obtain the desired knowledge without loss of time from work. 

The Marine Engineers' Course includes instruction in Arithmetic, Geo- 
metrical Drawing {Optional), Mechanical Drawing {Optional), Mensuration, 
Mechanics, Steam and Steam Boilers, Steam Engines, Dynamos and Motors, Refrig- 
eration, Machinery of Western River Steamboats, and Modern Developments in 
Marine Engineering. It will qualify students to pass any license examination. 

Employer and Owner Benefited. 

It gives me great pleasure to recommend The International Corre- 
spondence Schools, especially to marine engineers. I am the owner of 
several steamers and felt my position very keenly, not being able to 
pass the government examinations to secure papers which would allow 
me to run my own boats. Although no longer a young man, I enrolled 
in the Marine Engineers' Course, and in a short time was able to pass the 
examination before the Government Inspectors and obtain papers for 
500-ton steamers. I think if employers would fit themselves for their 
professions through the Schools, they would command more respect from 
their employes. P. F. West, Bridgeport, Conn. 




ENGINEERS AND THEIR ASSISTANTS, 




The Chief Engineer Must Study. 

Great responsibility rests upon the man in charge of a modern marine 
plant. The fact that he holds a chief engineer's license is evidence that he 
has had the lawful sea experience and sufficient technical knowledge to pass 
the government examinations. But it does not indicate that he knows all he 
ought to know about marine engineering. Progress in his profession is so 
rapid that constant study is necessary if he desires to command the respect 
of his subordinates, give satisfaction to his employers, or qualify for a higher 
position. To qualify for the highest grade of license and acceptably fill the 
position of chief engineer of the higher types of ocean steamers, he must 
have, in addition to a thorough knowledge of steam engineering, sufficient 
acquaintance with mechanics and electricity to intelligently direct the quick 
repair of breakdowns at sea, and to supervise the operation and care of 
perhaps twenty-five engines, two or three dynamos, and an equal number 
of refrigerating machines. 

Chief Engineer Raises License. 

I have made great strides in my profession since enrolling in the 
Schools, having raised my chief engineers' license from 100 to 500 tons, 
increasing my salary from $720 to $1,200 per year. In all I studied eve- 
nings for about six months. The United States Inspectors' examinations 
are very different today from what they were some years ago. Then an 
ordinary handbook furnished all the information necessary to pass the 
examinations. Today, however, if a man wants to sit in the easy chair 
and watch the other fellows use the hammer and chisel, he can do so 
by taking a Course in the International Correspondence Schools. 

Lewis J. Bykne, U8 57th Street, Brooklyn, N. Y. 

Advancement for Assistant Engineers. 

As has been pointed out, the assistant engineer's only road to advance- 
ment is through the license examination. To act as a marine engineer with- 
out a license is punishable by a fine of |100.00. The assistant may have all 
the qualifications as to experience and executive ability, and the confidence 
of his employers, but they will avail nothing if he lacks the technical knowl- 
edge required to pass the examination and obtain a chief's license. While the 
Marine Engineers' Course is written with special reference to the require- 
ments of candidates for licenses, it is also the most complete and practical 
treatise on the operating principles of the machinery of a modern ocean, lake, 
or river steamer that can be obtained. As an engineer who demonstrates his 
unfitness for the position by improper work is likely to have his license 
suspended or revoked, he should not only know enough to obtain a license but 
also to fill his position to the satisfaction of the Inspectors and his employers. 

Assistant Engineer Has Papers Raised. 

When I first enrolled in the Marine Engineers' Course of The Inter- 
national Correspondence Schools, my first assistant engineer's license 
was limited. I have since been reexamined, passed a much more rigid 
examination, and had the limit removed. The steamship company 
that I have been serving for the last five years is a progressive one, and 
is continually introducing new appliances in engineering. As the 
Chief Engineer gave me to understand that he was entirely satisfied with 
my services, I intend to remain where I am until I have completed the 
Course, as I will then be competent to fill a much better position. 

Herbert M. Mann, Detroit, Mich. 
61 




OILERS, WATER TENDERS, AND FIREMEN. 

Mathematical Knowledge Necessary for Advancement. 

The subordinates on steam vessels have an excellent opportunity for 
acquiring a practical knowledge of boiler and engine practice, but are often 
unable to advance to positions as assistant engineers because they lack the 
education in mathematics and mechanics required of applicants for licenses. 
According to the statutes of the United States: "No person can receive a 
regular engineer's license for any regularly classified vessel who is not able to 
determine the weight necessary to be placed on the lever of a safety valve 
(the diameter of the valve, length of lever, and fulcrum being known) to with- 
stand any given pressure of steam in a boiler; or who is not able to figure and 
determine the strain brought on the braces of a boiler with a given pressure 
of steam, the position and distance apart of the braces being known." Ques- 
tions on these points form an important feature of license examinations. 

From Coal Passer to Chief Engineer. 

In 1891 I hired out on a steamboat as coal passer. Being of a 
mechanical turn of mind, I tried to learn all I could, but was often 
turned away with a curt answer to my questions. I determined to 
learn myself. I purchased books on steam engineering, many of which 
would take a college professor to understand, but got suflacient informa- 
tion to be promoted to fireman. Here I studied until my eyes ached, 
but could get no further. I saw the Schools' advertisement in "Power," 
and enrolled in the Marine Engineers' Course. Today I am chief engineer. 

TtTO^ "R 'F'T'T'7'P ATTtTr*lC 

Lt. Vessel No. 71, Clyde S. S. Co., U9 E. River, New Y&rk, N. Y. 




The Schools' Course ** Begins at the Beginning.** 

No man can study mechanics or engineering subjects intelligently, or pass 
a license examination, without a good knowledge of arithmetic, mensuration, 
and the use of letters in formulas. While many marine engineers have worked 
up from positions as coal passers or firemen by years of hard study over text- 
books never intended for self-instruction, their lack of systematic knowledge 
has always proved an embarrassment and a hindrance, and every improve- 
ment in marine engineering makes it more diflacult for them to ''hold up 
their end," and renders their positions less secure. 

The coal passer, fireman, water tender, or oiler of today cannot afford to 
spend eight or ten years in the acquirement of an incomplete education 
through textbooks, when the Marine Engineers' Course — written in simple 
English and beginning at the rudiments of arithmetic — places within reach 
the information he must have, and enables him to secure advancement and 
better pay from three to five years sooner than would otherwise be possible. 

Fireman Advances to Cliief Engineer. 

I cannot recommend the Marine Engineers' Course of The Inter- 
national Correspondence Schools too highly. I had studied a good many 
of the so-called " Complete Treatises on the Steam Engine," but never 
found out what I wanted until I enrolled in The International Corre- 
spondence Schools. I have not quite finished my Course, but ten times 
the amount I paid for the scholarship would not buy it from me, if I 
knew I could not obtain another. The increased responsibilities of 
my present position afford little time for study, but I intend to complete 
my Course while at work. Since studying in the Schools I have risen 
from fireman to chief engineer of ocean-going steamers. 

Sherman Mallery, U CormickSt. Norfolk, Va. 




BOIND VOLIMES OF INSTRICTION PAPERS. 

two Volumes, here collected in one thin book for quick reference in the home 
or engine room. The value of this Volume is apparent. 

Volume V includes the Answers to Questions. This is a Key to all the 
Question Papers. It is illustrated wherever necessary, and when used judi- 
ciously will save the industrious student much valuable time and patience. 



Better Than a $150.00 Library. 

I am in receipt of the Bound Volumes covering the Stationary Engineers' Course. I have 
a very fine library on Steam Engineering that has cost me $150.00. I would, however, prefer 
the Bound Volumes just received to the library I have. 

Geo. J. Smith, Chief Engineer, 

1 Fallkill Place, Poughkeepsie, N. Y. 



Worth the Price of the Scholarship. 

I am more than pleased with the Bound Volumes of the Stationary Engineers' Course. 
They were a big surprise to me. I would not take the price of my Scholarship for them. 

Wm. a. Sweet, Burlington, Ontario, Can. 



The Best School. 



I was a member of another correspondence school, and changed to the "International'' 
because I found from others that your School is much better, a fact that has since been verified 
to my satisfaction. As for the Bound Volumes, I consider them worth twice the price of the 
Course, and would not take $100.00 for them if I could not replace them. 

George Ott, Engineer, 
51U W. Front Street, Cincinnati, Ohio. 



Marine Engineers' Course. 

Volume I includes the Instruction and Question Papers on ArithmetiCy 
Mensuration, Mechanics, and Steam and Steam Boilers. The instruction in the 
first three subjects is essentially the same as in the Stationary Engineers' 
Course (see page 8). The Papers on Steam and Steam Boilers treat first on the 
safe and econom ical generation of steam. Then the construction and manage- 
ment of the leading types of both water-tube and fire-tube boilers is taken up. 
Special stress is laid on the various calculations relating to safety valves, and 
stresses in boiler stays — a clear understanding of which is absolutely necessary 
to pass license examinations. The construction of, and calculations relating to, 
the component parts of boilers are fully treated in accordance with the govern- 
ment specifications. The principles governing the saturation of water in 
boilers, and the testing of the saturation by means of either the salinom- 
eter or the thermometer, are clearly explained. In short, the student is 
fully qualified for high-class boiler construction and practice, or 'for any 
examination on the subjects relating thereto. 

Volume II includes the Instruction and Question Papers on Steam Engines, 
The Machinery of Western River Steamboats, Recent Developments in Marine Engi- 
neering, and Dynamos and Motors. Steam Engines clearly treats on the operation 
and adjusting of different varieties of slide valves; illustrations of valve 
motions and various practical valve-gear problems are given. Instruction 
in the operation of radial valve gears and reversing gears is followed by 
directions for the use of the indicator, location of faults in steam distribution, 
determination of the indicated horsepower, net or brake horsepower, and the 

63 



BOIND VOLIMES OF INSTRICTION PAPERS. 

real efficiency of the engine. Careful treatment makes clear the relation 
between speed and power, propulsion of vessels by means of screw propellers 
or paddle w^heels, and the repair of breakdowns at sea. After explaining the 
principles of operation of the different types of condensers, the Paper concludes 
with instruction in the principles of operation of compound- and multiple- 
expansion engines. The Machinery of Western River Steamboats is of especial 
value to those engaged on the steamboats of the Southern and Western rivers; 
it also gives to those holding license for ocean, lake, bay, and sound steamers 
the knowledge necessary to take charge of the machinery of river steamboats. 
' Recent Developments in Marine Engineering deals with the theory and practice of 
refrigeration, the modern methods of the purification of feedwater, the 
neutralization of corrosive water, the testing of feedwater, steering engines, 
steam reversing gears, etc. It is a very valuable Paper. Dynamos and Motors 




Bound Volumes of the Maki.ne Engineers' Course. 

is essentially the same as the Paper of the same name in the Stationary 
Engineers' Course (see page 9). 

Volume III includes the Instruction Papers on Geometrical and Mechanical 
DravAng and the accompanying Plates. It is the same as Volume III in the 
Stationary Engineers' Course (see page 9), excepting that the student is 
required to draw — instead of the stationary engine — two views of a double- 
ended Scotch marine boiler, and a general drawing of a triple-expansion 
marine engine. While the study of these subjects is optional with the stu- 
dent, the regular Papers and Plates are included in the Bound Volumes. 

Volume IV includes the Tables and Formulas contained in the first two 
Volumes, here collected in one thin book for quick reference in the engine or 
boiler room. The value of this Volume is apparent. 

Volume V includes the Ansiuers to Questions. This is a key to all the Ques- 
tion Papers. It is illustrated wherever necessary, and, when used judiciously^ 
will save the industrious student much time and patience. 

G4 



SYNOPSES OF SIBJECTS 

Taught in the Marine Engineers' Course. 



ARITHMETIC. 

Same as in Stationary Engineers' Course (See Page 27). 

GEOMETRICAL DRANA/ING. 

Same as in Stationary Engineers' Course (See Page 27). 
li is optional with the student whether to study this subject or not. 

MECHANICAL DRANA/ING. 



(32 Pages.) 
It is optional loilh the student whether 
Drawing Plates. 

Plate: Mechanical Details. 

Fig. 1: Single Square-Threaded Screw. 
Fig. 2: Double Square-Threaded 
Screw. Fig. 3: Single V-Threaded 
Screw, Right-Handed. Fig. 4: Sin- 
gle V-Threaded Screw, Left-Handed. 
Fig. 5: Double V-Threaded Screw. 
Fig. 6: Brass Nipple. Fig. 7: 
Another Method of Representing a 
V-Threaded Screw. Fig. 8: Short 
Method of Representing Fig. 7. 
Fig. 9: Elevation and Section of a 
Cast-iron Hand Wheel. Fig. 10: 
Front and Side Elevations of a 
Wrought-Iron Crank. 

Section Lines. 

Scales and Their Use. 

Tracings. 

Blueprinting. 

Plate: Bandwheel. 

Elevation and Cross-Section of One- 
Half of a 14-Foot Bandwheel Hav- 
ing Eight Arms. 

Plate: Eccentric and Brake Lever. 
Fig, 1: Side Elevation of an Eccentric 
and Its Strap. Fig. 2: Section of 
the Eccentric and Strap. Fig. 8: 



to study this subject or not. 

Front and Side Elevations of a 
Brake Lever— Conventional Method 
of Representing a Nut. 
Plate: Reversing Lever. 

Front and Side Elevations of a Revers- 
ing Lever. 
Plate: 5- Inch Globe Valve. 

Longitudinal Section. 
Plate: Double-Ended Marine Boiler I. 
One-Half of the Front View and Two 
Half Sections of a Double-Ended 
Marine Boiler of the Scotch Type, 
With Blow-OfE Pipes, Nozzles for 
Feed, Safety Valves and Drum, 
Salinometer Pipe, Grate Bars, Man- 
holes, and All Necessary Connec- 
tions in Position. 
Plate: Double-Ended Marine Boiler 
II. 
Longitudinal Section of the Same 
Boiler. 
Plate: Triple-Expansion Marine En- 
gine. . 
To Make Working Drawings of a 26- 
Inch, 38-Inch, and 61" X 26" Triple- 
Expansion Marine Engine in Sec- 
tional Elevation. 



MENSURATION. 

Same as in Stationary Engineers' Course (See Page 28). 

MECHANICS. 

Same as in Stationary Engineers' Course (See Page 28). 

STEAM AND STEAM BOILERS. 



Part I. (127 Pages.) 



Heat, Temperature, Effects of Heat, 
Latent Heat, Measurement of Heat, 
British Thermal Unit, Relation Be- 
tween Heat and Work, Mechanical 
Equivalent of Heat, Specific Heat, 
Latent Heat of Fusion, Latent 
Heat of Steam, Temperatures of 
Mixtures. 
Steam. 

Steam. Boiling, Saturated Steam, Su- 
perheated Steam. 
Steam Tables. 

Explanation of the Table. 
Types of Marine Boilers. 
Flue Boiler. 

Explanation of Parts, Plain Cylin- 
drical Boiler. 
Scotch Boiler. 

Parts Explained, Heating Surface, 



Double-Ended Scotch Marine Boiler, 
Saddles or Cradles. 
Firebox Boiler. 

Parts, Wet- and Dry-Bottomed Boilers. 
Water- Tube Boilers. 

Roberts. Water-Tube Boiler: Parts, 
Drowned- and Dry-Tube Boilers- 
Aim y Water-Tube Boiler. 
Donkey Boilers. 
Tlie Construction of Boilers. 
Boiler Materials. 

Wrought Iron, Steel, Cast Iron, Cop- 
per, Composition Metal. 
Rivets AND Riveted Joints 

Single-Riveted Lap Joints, Double- 
Riveted Lap Joints, Butt Joints — 
Arrangement of Joints and Plates- 
Proportions of Riveted Joints. 
Connecting Plates. 
Staying of Flat Surfaces. 

Screw Stays and Staybolts: Socket 
Staybolt— Stay Tubes. 



SYNOPSES OF SIBJECTS 

Taught in the Marine Engineers' Course. 



STEAM AND STEAM 

Stayrods. 

Stayrods— Palm Stays— Gussett Stays 
—Stress in Stays. 
Strength of Stayed Surfaces. 
Flues. 

Riveted Smoke Flues— Tubes: Tubes, 
"Dudgeon" Roller Tube Expander 
—Thickness of Boiler Tubes— Fur- 
nace Flues: Ordinary Forms, Corru- 
gated Flues, Purves Ribbed Flue, 
Morrison Suspension Flue, Bumped 
Head, Concaved Head. 
Stresses on Boiler Shells. 
Fittings of Marine Boilers. 
Safety Valves. 

Forms of Safety Valves: Lever Safety 
Valve, Dead-Weight Safety Valve, 
Spring-Loaded Safety Valve, Pop 
Valve, Lock-Up Safety Valve— Cal- 
culations Relating to Safety Valves. 
Steam Gauges. 

Bourdon Pressure. Gauge, Mercurial 
Gauges. 
Gauge-Cocks and Glass Water Gauges. 
Fusible Plugs. 
Blow-Off Apparatus. 

Bottom Blow-Off Cock, Straight-Way 
and Angle Cocks, Surface Blow-Off 
Cock. 
Manholes and Handholes. 
Main and Donkey Feed Check- Valves. 
Steam Pipe and Stop-Valve. 

The Stop- Valve— Expansion Joints- 
Donkey Valves— Fire- Apparatus. 
Furnace Fittings. 
Front Connection and Smokestack. 
Superheaters. 

Superheaters, Steam Chimney. 
Steam Drum and Dry Pipes. 
Separators. 

Part II. (99 Pages.) 
Feed-Appa r atus. 

Surface Condenser, Relief Valves, Po- 
sition of the Feedpipe, Feedwater 
Filters, Wass Grease Extractor, 
Feedwater Heaters, Making Up for 
Loss of Feedwater, Baird Evapo- 
rator, Steam Trap. 
Salinometer. 

Saturation, Hydrometer, Salinometer 
Pot. 



BOILERS.— Continued. 
Combustion and ITuels. 

Laws of Chemical Combinations. 

Elements and Compounds, Chem- 
ical Combinations, Combination by 
Weight, Mixtures. 
Combustion. 

Combustion, Products of Combustion, 
Heat of Combustion, Temperature 
of Combustion, Conditions Required 
for Economical Combustion. 
Circulation of Water in Boilers. 

Water Circulation, Craig Heating and 
Circulating Apparatus. 
Natural and Forced Draft. 

Forced or Artificial Draft, Methods of 
Applying Forced Draft. Howden's 
Closed Ash-Pit System, Fan System, 
Steam Jet. 
Loss op Heat. 
Foaming and Priming. 
Rate of Combustion. 
Firing. 

Coking, Alternate and Spreading Fir- 
ing, Cleaning, Banking, Hauling 
and Lighting Fires, Practical Hints 
on Firing. 
Management and Care of Boilers. 
Incrustation. 

Cause and Prevention. 
Wear and Tear of Boilers. 

Internal Corrosion: Uniform Corro- 
sion, Pitting, Grooving— External 
Corrosion: Blistering, Overheating, 
Fractured Plates. 
Inspection of Boilers. 
Care of Steam Boilers. 

Low Water, Firing, Water Levei, 
Foaming or Priming, Leaks, Filling 
Up, Safety Valves, Pressure Gauge, 
Gauge-Cocks and Gauge Glasses, 
Removal of Sediment and Incrus- 
tation Cleaning, Exterior of Boiler, 
Blisters and Cracks, Fusible Plugs, 
Air Leaks, Galvanic Action, Rapid 
Firing, Cleanliness, Unused Boilers. 
Repairs of Boilers. 

Hard and Soft Patches, Tube Stopper. 
Grate Area and Heating Surface. 
Boiler Explosions. 
Cause, Prevention. 



STEAM ENGINES. 



Part I. (94 Pages.) 
Work and Expansion of Steam. 

Work Done by Steam, Work Diagrams, 
Expansion of Steam. 
The Steam Engine. 

Explanation of Parts. 
Explanation of Nautical Terms. 
The Plain Slide- Valve Engine. 

Types of Steam Engines. Simple Slide- 
Valve Engine, Counterbored Cylin- 
der, Eccentric 
The D Slide Valve and Steam Distri- 
bution. 
Parts Explained, Skeleton Diagrams 
and Explanations Showing Positions 
of D Slide Valve Without Lap or 
Lead, Skeleton Diagrams Showing 



(191 Pages.) 



Positions of D Slide Valve With Both 
Lap and Lead, Effects of Lap, Lead, 
Position of Eccentric. Rocker- Arms. 
Skeleton Diagrams Showing Effect 
of Rocker-Arms on Slide Valve, 
Direct and Indirect Valves 

Forms of Slide Valves. 

Double-Ported Valves, Allen Valve, 
Meyer Cut-Off Valve. 

Disturbance of Cut-Off by the Con- 
necting-Rod. 

Valve-Gear Problems. 

With the Valve Travel, Lap and Lead 
Given to Find the Cut-Qff and Angle 
of Advance — Given, the Valve 
Travel, Angle of Advance and 
Cut-off, to Find the Lap and Lead 



66 



SYNOPSES OF SIBJECTS 

Taught in the Marine Engineers' Course. 



STEAM ENGINES— Continued. 



— Given, the Lap, Lead, and Point of 
Cut-OflE, to Find the Valve Travel 
and Angle of Advance— Given, the 
Cut-Off, the Lead, and the Opening 
of the Port Wnen the Valve is at the 
End of Its Travel, to Find the Lap, 
Travel, and Angle of Advance. 
Clearance; Real and Apparent Cut- 
Off. 
Propulsion of Vessels. 
The Paddle Wheel. 

Slip— Loss of Effect Due to Oblique 
Action— The Feathering Paddle 
Wheel: The Rolling Circle. 
The Screw Propeller. 

Parts and Action Explained — Measur- 
ing the Pitch of a Screw Propeller. 
Thrust. 

Theoretical, Actual, and Indicated 
Thrust, Thrust Block. 
Speed of Vessels. 
Valve Gears. 

The Link Motion. 

The Joy Valve Gear. 

The See-Marshal Valve Gear. 

Setting the Slide Valve. 

Dead Centers, to Place the Engine on 
Its Dead Center, Setting the Slide 
Valve, to Set the Valve With a Joy 
or See-Marshall Valve Gear. 

Part II. (97 Pages.) 
Steam Measxirements. 

The Indicator. 

Description, How to Attach It to the 
Engine, Reducing Motion, Slotted 
Swinging Lever. 
Indicator Diagrams. 

Directions for Taking Indicator Dia- 
grams, Points and Lines of the 
Diagrams— Reading Indicator Dia- 
grams, Faults in Steam Distribution, 



The Expansion Line, Determining 
the Point of Cut-Off. 
Horsepower. 

Mean Effective Pressure, Indicated 
Horsepower, Approximate Determi- 
nation of M. E. P., Piston Speed. 
Friction Horsepower, Net Horse- 
power, Mechanical Efficiency. 
Steam Consumption. 
Efficiency. 

EflBiciency of Heat Engine?. 
Condensers. 
Condensation. 
Surface Condenser. 
Quantity of Water Required for Con- 
densation. 
Compound, and Multiple-Expansion 
Engines. 

Parts Defined, Ratio of Expansion. 
Cylinder Relief Valves. 
Drain-Cocks. 
Lubricators. 
Management of Engines. 

To Start an Engine, Causes of Failure 
to Start, Air Pump Broken and No 
Separate Exhaust Possible, Go- 
Ahead Eccentric Broken Irrepara- 
bly, Cylinder Head Broken, Piston 
or Piston Rod Broken, After Crank- 
pin Broken, To Line Up the Cross- 
head, To Find on Which Guide the 
Pressure Acts. 
Calculations Relating to Feed-Pumps 

FOR Marine Service. 
Examples of Compound Engines. 
Horsepower of Compound Engines. 
The Beam Engine. 
The Engine Room. 
Engine-Room Fittings. 
By-Pass Valves. 
The Jacking Gear. 



DYNAMOS AND MOTORS. 

(295 Pages.) 



Part I. (65 Pages.) 
Introduction. 
Static Charges. 

Conductors and Non-Conductors. 
Electrodynamics. 
Circuits. 
Maenetism. 

Explanation of Terms. 
Electromagnetism. 
Electrical Units. 

Application of Ohm's Law: 

To Closed Circuiis— To Drop or Loss of 
Potential — To Voltaic Cells — To 
Derived Circuits. 
Electrical Quantity. 
Electrical Work. 

How to Find Amount of Electrical 
Work Accomplished — Elect rical 
Power. 

Part II. (86 Pages.) 
Electromagnetic Induction. 
Physical Theoi*y of the Dynamo. 

Armature and Commutator. 
Armature Reaction. 



Field Magnets. 

Types of Bipolar Field Magne-^3. 
Types of Dynamos. 

Constant-Potential Dynamos and Gen- 
erators. 

Efficiency of Const ant- Potential 
Dynamos. 

Output ofConstant-PotentialDynamo?. 

Part III. (144 Pages.) 

Constant-Current Dynamos. 

CLOSED-CoiL Armatures. 

Principal Closed-Coil Constant-Cur- 
rent Dynamos. 

Open-Coil Armatures. 

Principal Open-Coil Constant-Curreni 
Dynamos. 

Output of Constant-Current Dynamos. 
Alternating-Current Dynamos. 

Definitions. 

Alternators. 

Multiphase Alternators. 

Properties of the Alternating Cur- 
rent. 

Transformers. 



SYNOPSES OF SUBJECTS 

Taught in the Marine Engineers' Course. 



DYNAMOS AND MOTORS.— Continued. 



Electric Motors. 

Principles. 

Constant-Potential Motors. 

Regulation. 

Connections. 

Output. 

Construction of Constant-Potential 
Motors. 

Constant-Current Motors. 
Alternating-Current Motors. 

Synchronous Motors. 

Induction Motors. 

Polyphase Induction Motors. 

Output. 
Installation and Care of Dynamo- 
Electric Machinery. 

Installing. 



Testing, and Locating and Remedying 
Faults. 

Direct-Current Motors. 

Care of Direct-Current Machinery. 

Repairs. 

Constant-Current Dynamos. 

Alternators. 

Alternating-Current Motors. 

Electrical Machinery in General. 
Switchboards. 

Switchboards for Arc-Lighting Cir- 
cuits. 

Switchboards for Direct-Current In- 
candescent-Lighting Circuits. 

Switchboards for Alternating-Cur- 
rent Circuits. 

Switchboards for Electric Railroads. 



THE MACHI 



NERY OF WESTERN 

(66 Pages.) 



RIVER STEAMBOATS. 



Tlie Engines. 

Fixed Cut-Off Engines. 

Variable Cut-Off Engines. 

The Two- Valve Engine, 

Cams. 

Laying Out Cams: Laying Out a Full- 
Stroke, a Round-Pointed, and a Cut- 
Off Cam. 

Setting the Valves of Lever Engines. 
The Fixed Cut-Off Gear, Setting the 
Valves of the Sweeney Engine, Set- 
ting the California Cut-Off, Setting 



the Rees Cut-Off, Setting the Valves 
of the Swain Engine. 
Valves and Auxiliary MacMnery. 

The Frisbie Balanced Valves. 

The Steering Gear. 
Eeed Apparatus. 

The Doctor. 

The Closed Feed-Water Heater. 
Tlie Boilers. 

The Flue Boiler. 

The Fire-Box Boiler. 

The Locomotive Boiler. 

The Float Water Gauge. 



RECENT DEVELOPMENTS IN MARINE ENGINEERING. 



(57 Pages.) 



Refrigerating- and Ice-Making Ma- 
chinery. 

Fundamental Principles of Refrig- 
eration. 
Production of Cold, Adiahatic and 
Isothermal Expansion and Com- 
pression—Capacity of Refrigerating 
Machines: Ice-Making Capacity. 
Adiabatic Expansion Refrigerating 
Machines. 
Air Refrigerating Machines: Moisture 
—The Allen Dense-Air Ice Machine. 
Latent Heat Refrigerating Machines. 
Fluids Used as Refrigerating Agents: 
Ether, Sulphur Dioxide, Pictet 
Fluid, Carbon Dioxide, Ammonia, 
Aqua Ammonia, Strength of Am- 
monia Liquor, Heat of Absorption, 
Tests for Ammonia, To Prepare 
"Nessler's Reagent"— The Ammonia 
Compression System: General De- 
scription, Heat of Compression, Dry 
Compression, Wet Compression, Oil 
Injection— The Ammonia Absorp- 
tion System. 



Application of Refrigeration. 

Refrigerating Systems— Varieties and 
Properties of Brine. 
The Running of Refrigerating Ma- 
chines. 
Starting Up a Compression Machine: 
Expansion, Shutting Down the Ma- 
chine—Starting an Absorption Ma- 
chine—The Temperature Required 
by Different Articles— Ice Making: 
The Can System, The Plate System. 
Boilers and Appliances. 
The Babcock- Wilcox Boiler. 
The Purification op Feedwater. 

Purifying by Filtration, by Heat, 
and by Chemical Means — Testing 
Water for Corrosiveness, Carbonate 
of Lime, Sulphate of Lime, Organic 
Matter, and Matter in Mechanical 
Suspension. 
Circulating Apparatus. 
Induced Draft. 
Auxiliary Machinery. 
Steering Engines. 
Reversing Gears. 



Sample Page of Instruction Paper. Steam Engines. 



§10 



STEAM ENGINES. 



the central tube in to the top ofthe lubricator The steam, 
coming in contact with the cold surfaces of the oil and re- 
ceptacle, condenses. Since water is heavier than oil, bulk 
for bulk, the drops of condensed steam sink to the bottom 
of the receptacle. As two bodies can not occupy the same 
space at the same time, the drops of water displace a quan- 
tity of oil equal in volume to their own; the oil. which has 
no other means of egress, flows over the edges of the central 
tube and runs by gravity into the steam pipe. 



1140. The simplest kind of sight-feed lubricator is 
shown in Fig. 336. Its principle of action is practically the 
same as that of the lubri- 
cator shown in Fig. 335; 
i. e., it depends upon the 
condensation of the 
steam, and the subse- 
quent displacement of 
the oil. Its construction 
is as follows: A cylin- 
drical receptacle d is 
provided with a central 
tube a communicating 
with the threaded shank 
c and the sight-feed 
glass A. To fill the re- 
ceptacle, the cap E is 
provided. The upper 
end of the lubricator 
communicates with the 
sight-feed glass by the 
passage /;. In operation 
the steam is admitted to 
the lubricator by means 
of the valve i>, the open- fig. 33g. 

ing of which admits it to the inside of the lubricator as well 
as to the sight-feed glass A. The steam, coming in contact 
with the oil and the top of the lubricator, condenses and 




Sample Page of Question Paper. Dynamos and Motors. 

1740 DYNAMOwS AND MOTORS. 

in circuit with an ammeter y^. M .^ Fig. 29, and an unknown 
resistance R. After these last connections are made, the 
voltmeter indicates an E. M. F. of 18 volts and the ammeter 
indicates a current of .8 ampere; determine the internal and 
external resistance of the circuit. 

internal resistance = 8 ohms. 

External resistance = 22. 5 ohms. 

(1112) An E. M. F. of 510 volts is consumed in an electric 
receptive device and a current of 24.3 amperes is flowing in 
the circuit ; calculate the power in watts supplied to the 
receptive device. Ans. 12,393 watts. 

(1113) A battery of twenty-four cells is arranged in 



Ans 



• \ E 



I I I 1 llh 



I llililllH 



I i I i I H 



I miiiiiH 



Fig. 30. 



multiple-series as shown in Fig. 30. 
There are four groups, each of six 
cells, connected in series; and the 
four groups are connected in multiple, 
or parallel, to two main conductors, 
c'<r and c\ If the E. M. F. developed 
by each cell is 1.5 volts, what would 
be the E. M. F. indicated by the volt- 
meter V. M. , when its binding-posts 
are connected to the main conductors 
c and c\ as shown in the figure ? 
(1114) The available E. M. F. de- 
veloped by an electric source is 250 volts and a current of 
65.7 amperes is flowing from it; determine its output in 
horsepower. 

Ans. 22.0174 horsepower. 
(1115) A conductor convey- 
ing a current of electricity is 
placed in a horizontal plane 
pointing north and south. If 
the north pole of a compass 
needle tends to point towards 
the east when the compass is-=^ 
placed directly under the con- 
ductor, in what direction is the current flowing in the conductor ? 

70 




ELECTRICAL OPPORTUNITIES. 



Electricity, the Science of Universal Adaptation. 

It may truthfully be said that electricity is the wonder of the age. It has 
completely revolutionized manufacturing industries throughout the entire 
civilized world. Within a comparatively few years we have seen the changes 
brought about by the telegraph, the telephone, the electric light, and the 
electric motor, until today the practical applications of electricity are a familiar 
sight in every quarter of the globe, and many of our villages, even, have their 
own electric light and power plants, or are supplied from some neighboring 
town. The marvelous adaptability of electricity is universally recognized, 
and its field is practically unlimited. Within a few years, millions of homes 
may be lighted, heated, or cooled by electricity, to say nothing of its use for 
cooking purposes; every doctor will require an X-ray outfit, every housewife 
will tell her needs over her own telephone (as is already the case in Stockholm, 
Sweden), and business correspondence will be conducted entirely by auto- 
matic telegraphy. The future of the science may be summed up in the 
words of Edison: "The mind cannot conceive what man will bring about in 
the twentieth century with his chained lightning." 

Mr. F. L. Church, New York, N. Y., March 27, 1900. 

42 Orchard Street, Norwalk, Conn. 
Bear /Sir.— Replying to your favor of March 26, we beg to state that The International 
Correspondence Schools, of Scranton, Pa., is a thoroughly responsible high-grade school. 
You can safely trust it. Very truly yours, 

Electrical Review, 

Chas. W. Price, Editor. 

Education Necessary for Success. 

It is sometimes said that the opportunities in the electrical field are no 
longer what they were. The folly of such a statement is evident. The dis- 
coveries and improvements made in electrical lihes during the past twenty- 
five years, instead of contracting the field of opportunity for independent 
work, have broadened it indefinitely. Each invention leads either to new 
industries or to a greater development of those already existing. In fact, the 
outlook in electrical engineering is brighter than in many other lines of work. 

Education is a stepping stone to success in any occupation, but especially 
so in the electrical profession. Opportunities are constantly arising in every 
branch of electrical industry for men qualified, by technical education and 
practical experience, to fill responsible positions. Tlirough our various Elec- 
trical Courses we offer means of advancement that no ambitious man can 
afford to overlook. It matters not what his position in the electrical field may 
be, he cannot better his condition until he increases his technical knowledge. 

A College Graduate Benefited. 

After completing a mechanical engineering course in the Iowa 
State College, I secured a position with an electrical manufacturing 
concern in Cincinnati. I worked two years, when I saw that, to become 
proficient, I should have to get more education; so I enrolled in your 
Electrical Engineering Course. I cannot speak too highly of your 
instruction. I am now electrical engineer and superintendent of the 
Dynamo and Motor Department of the Kentucky Electrical Co., and my 
salary is double what it was when I began studying with you. Although 
a college graduate, I can truthfully say that I have received more prac- 
tical knowledge from your Course than I did from my college course. 

A. W. Stuntz, Owensboi-o, Ky. 




COURSES OF INSTRICTION. 

Two General and Seven Special Courses. 

The rapid increase in the apphcations of electricity has split that science 
up into several important branches. To meet this, the Schools have prepared 
nine separate Courses. While any of these branches affords splendid oppor- 
tunities for the electrical specialist, there is a large demand for men with 
sufficient education and experience to successfully undertake general electrical 
engineering, design apparatus, or act as superintendents of electrical manufac- 
tories. To the latter classes we offer the Electrical and Electrical Engineering 
Courses. 

The Electrical Course includes all the mathematical and electrical instruc- 
tion of the Electrical Engineering Course, but does not provide instruction in 
advanced mechanics or general machine design. It is intended for all who 
wish to qualify as foremen or managers of electrical manufactories, but who 
do not require a knowledge of both mechanical and electrical engineering. 

An Electrical Engineer's Experience. 

I have never had cause to regret my decision to enroll in the Elec- 
trical Course of The International Correspondence Schools; on the 
contrary, I have always thought the cost of the Course trifling com- 
pared with the benefits received. The last Papers of the Course on 
Electric Machine Design are especially valuable. I can readily under- 
stand why so muoh time Avas required for their preparation. Through the 
Schools, I was appointed electrician for Moncton, N. B. For the past 
eighteen months I have been installing complete plants of all kinds, 
making all the specifications for them myself. During the past year, I 
have had more work than I could conveniently handle. 

Geo. M. Macdonald, Box 183, Moncton, N. B. 




The Electrical Engineering Course. 

This Course is intended for all who are or expect to be engaged in the 
manufacture or design of electrical apparatus, who wish to qualify as designers 
or superintendents, or to undertake general electrical engineering. 

The student first receives instruction in mathematics, mechanical drawing, 
theoretical and applied mechanics, and machine design. He then studies the 
principles of electricity and magnetism and their practical applications in 
telegraphy, telephony, electric transmission, electric railways, electric lighting, 
and the design of continuous- and alternating-current apparatus. 

This is an advanced Course in the general applications of electricity and 
the design of apparatus. It should not be taken by those who wish to qualify 
as construction engineers or managers of electric railway, lighting, telephone, 
or telegraph systems, as our special Courses in these subjects provide all the 
education necessary for the best positions in these special lines. 

Machinist and Toolmaker Benefited. 

Having been a student in your Schools for about a year, I think it 
my duty to say a few words to those desirous of bettering their condi- 
tion. I am a machinist and toolmaker, and have full charge of the tool 
room of the M. T. Davidson Steam Pump Works, of Brooklyn. I find the 
knowledge gained from my Course a great help to me in calculating 
many problems arising in daily practice. I now find no trouble in under- 
standing the articles given in the leading scientific and mechanical 
papers, which I could not understand before enrolling. My Electrical 
Engineering Course has advanced me so far that I feel competent to 
hold any position requiring a thorough knowledge of the profession. 
E. M. Zacharias, 26U Gates Avenue, Brooklyn, N. Y. 




ELECTRICAL FACTORY ARTISANS. 



They Cannot Advance Through Practice Alone. 

Thousands of artisans are occupied in the construction of dynarooa for 
electric power and Hghting plants, motors for manufacturing purposes, 
street railways, etc., police- and fire-alarm telegraph apparatus, telephones, 
telegraphs, switchboards, junction boxes, electrical measuring and testing in- 
struments, transformers, rheostats, motor-car controllers, railway signaling 
apparatus, electric bells, lightning arresters, induction coils, arc and incandes- 
cent lamps, etc. As a rule, they start in the business in some minor capacity, 
and with no educational preparation for the work. They plod along under 
the impression that the subject of electricity is too deep for them, and that 
they will always be obliged to follow the directions of those w^ho " w^ork with 
their heads." They have a vague idea of magnetism, polarity, induction, 
resistance, conductivity, etc., but are not able to apply their knowledge. 

From Fireroom to Machine Shop. 

I enrolled in the Electrical Engineering Course of The Inter- 
national Correspondence Schools, of Scran ton, Pa., about two years ago. 
I perceived the necessity of a better education, and, not being able to 
go away from home to get technical instruction, I found that the corre- 
spondence method of instruction just fitted my case. Credit is due 
the Schools for my success in securing advancejnent from the fireroom 
to the machine shop in the works where I am employed. I am 
always glad to speak a good word for The International Correspond- 
ence Schools, as I have found their system of instruction just as good 
as, if not better than, represented. 

A. M. Hutchinson, 210 E. State Street, Olean, N. Y. 




How to Make Experience Count. 

The every-day work of electrical artisans gives them a thorough knowl- 
edge of the working details of electrical science. But so long as it remains 
unsystematic and unclassified, it is not the kind of knowledge that quali- 
fies for advanced positions; it simply. helps them with their present work. 
On the contrary, ambitious electricians w^ho enroll in our Course are enabled 
to classify and unite their practical knowledge into a firm foundation for 
higher work. Every principle is of immediate value, and every new problem 
is quickly mastered through the application of their knowledge. 

By enrolling in the Electrical or Electrical Engineering Course, and study- 
ing mechanical drawing first, or in connection with arithmetic, they can soon 
qualify for salaried positions in the drafting rooms of electrical manufactories. 
The completion of the Course in connection with their work will qualify them 
for lucrative positions as designers or superintendents. 

Chief Engineer and Electrician at 19. 

When I took up the Electrical Engineering Course in The Inter- 
national Correspondence Schools, I was employed as a lathe hand with 
The Western Electric Company, of New York, at §4. -50 a week. By 
studying one hour before breakfast and two hours at night, I quaUfied 
myself for advancement, and was rapidly promoted until I was given 
the ix)sition of electrical tester at §6.00 a Aveek. Continuing my studies, 
I advanced from one position to another, until, at the age of nineteen, I 
was engaged as chief engineer and electrician for the Huntington Rail- 
road at a first-class salary. I must say that it is due to your excellent 
method of training and system of instruction that I have been able to 
assume such responsibilities to the satisfaction of my employers. 

Clarenxe F. Tryon, Huntington, N. Y. 




DESIGNERS OF ELECTRICAL APPARATUS. 



Hundreds of Opportunities for Competent Men. 

One of the greatest needs in the electrical industry is that of men com- 
petent to design electrical machinery and appliances. The work requires 
such a broad knowledge of mechanical and electrical engineering that few 
have, in the past, been able to fill the lucrative position of machine designer. 
Hundreds of opportunities are open for first-class designers of dynamos, motors, 
and the other thousand and one appliances of the electrical industry. 

The design of electrical apparatus cannot be conducted upon ''guesswork" 
plans. The composition, size, and shape of every part of a dynamo or motor 
has an important bearing on the efficiency of the completed machine. The 
designer must be able to lay out on paper dynamos or motors with a specified 
output or efficiency. Such work requires the use of higher mathematics and 
a thorough knowledge of the operation of dynamos and motors. 

Patternmaker Becomes Designer. 

In early life I had a desire to become a mechanic, and after 
completing a common-school education I learned the trade of pattern^ 
maker. While thus engaged I heard of The International Correspond^ 
ence Schools, and at once enrolled in the Electrical Engineering 
Course. Today I am a designer of general machinery, with a good 
salary and fewer hours of labor. My progress has been very satisfactory, 
and I attribute it to the excellence of your method of instruction. The 
Instruction Papers are the clearest and best textbooks I have ever used, 
and I unhesitatingly recommend the Schools to every enterprising 
mechanic as being thorough and practical. 

Clarence E. Mentzee, 72 East Xorth Si., Hagerstovon, Md. 




Our Instruction Qualifies for the Highest 5alaried Work. 

The draftsman or designer who finds that his lack of technical education 
prevents further advancement, or, as is often the case, renders his present 
position insecure, should promptly avail himself of this opportunity to acquire 
a thorough knowledge of continuous- and alternating-current machine design. 
Our Electrical Engineering Course does not lead the student through a maze 
of speculative matter, but furnishes him with the fruits of experience — plain 
tried-and-proven facts — just the education be needs for successful work. Our 
Papers on the principles and design of alternating-current apparatus are, 
beyond question, the clearest, most complete, and up-to-date treatises extant 
on the subject. The information contained in them is alone worth the price 
of the Course to any man engaged in alternating-current work. There is a 
strong demand for designers who understand this subject, and the highest 
salaried positions are open to such men. 

Increased Salary Over lOO Per Cent. 

Having been obliged to make my own way in the world before I 
had a chance to get a practical education, I soon found that the man 
with the working education got the pay, while the others got the hard 
work. I accordingly started in to improve myself by study, After 
studying from textbooks and at night schools with but little success, 
I enrolled about two years ago in the Electrical Engineering Course of 
The International Correspondence Schools. Since I enrolled I have 
secured better and more interesting employment, do not work so hard, 
and my pay has been increased over 100 per cent. I am now holding a 
position as first-class machinist on experimental work for the United 
States Government. 

Hugh J. White, Washington, D. C. 

Tt 




HOW TO BECOME AN ELECTRICAL ENGINEER. 



The Opportunity of Young Men. 

Young men have quickly recognized the splendid opportunities offered 
by electricity, but the continued demand for competent electrical engineers 
shows that either too few enter the profession, or that many who do are lack- 
ing in some essential. College men cannot fill responsible positions until they 
have acquired experience. They spend four years in securing an education, 
and two or three in getting experience and forgetting inpracticable knowledge. 
Herein lies the great advantage of the International system. Our Instruction 
Papers contain only practical matter. We take the young man with no experi- 
ence and little education and give him first the opportunity to earn a living 
and then learn to earn a better one — to put into actual daily practice the 
principles taught in his Instruction Papers. While the college man is spend- 
ing four years acquiring an education, our student is getting his education and 
four years of practical experience. 

Our Instruction is Superior. 

SUMNEE, Wash., March 20, 1900. 
The Intebnational Coerespondence Schools. 

Dear Sirs;— About a year ago, I wrote asking you for literature relating to your institution. 
You furnished me with a catalogue, and afterwards wrote me giving further information. 
Since then, I have made some investigation on my own account, and have found that all who 
have taken Scholarships in your institution unite in recommendation of it, one of the tutors 
in Washington State University having told me that your Course in Mechanical Drawing is 
superior to that afforded in very many of our universities. I have decided to enroll with you, 
and you will find enclosed my formal application, and a P. O. Money Order for $2.00. 

Yours very truly, 

E. Montgomery Hulse. 

Salaried Positions for Learners. 

As already stated, the college graduate usually begins his professional 
work as a draftsman, depending for advancement on his training and the 
experience he acquires. Our plan is very similar, except that the student is 
not required to study four years before securing a salaried position in the pro- 
fession. By enrolling in our Electrical Engineering Course and studying 
Mechanical Drawing first, he can qualify for a salaried position as mechanical 
draftsman in six months' spare-time study, assuming that he is occupied 
during the day and studies two hours each evening. If he is not at work, 
and can study five hours per day, he can qualify for a self-supporting position 
in from three to four months. 

After obtaining the position, he can take up the spare-time study of 
mathematics, mechanics, and machine design. This instruction, in connec- 
tion with his work in the drafting room, will qualify him to design machine 
details. On the next page we will explain his further progress. 

Student Becomes Electrician. 

About four years ago, I made up my mind to become an electrician. 
Not seeing my way clear to attend a technical school, I enrolled in your 
Electrical Engineering Course, and began my studies while still attend- 
ing high school. After leaving school, I secured a position with the 
Goodrich Hard Rubber Co. One year later, I accepted a better salaried 
position with the Morris Mechanical Co., and, before completing 
Mechanical Drawing, secured my present position as assistant drafts- 
man in the electrical department of the National Steel Co., at a salary 
over 100 per cent, better than I ever received before. I also have an 
excellent opportunity to learn more about my chosen profession. 

Will H. Gray, UIO Pike Street, Youngstown, Ohio. 




HOW TO BECOME AN ELECTRICAL ENGINEER. 




Experience and Education Acquired Together. 

On page 21 we showed how the student of electrical engineering can learn 
to design machine details. To design or superintend the construction of elec- 
trical apparatus, however, he needs a thorough knowledge of the principles of 
electricity and magnetism, their practical applications, and the principles, 
operation, and design of dynamos, motors, and accessory apparatus. 

The instruction in electrical engineering provided in the Course is not 
hypothetical in character, but is the recorded experience of practical men in 
the electrical-engineering profession — tried and proven facts. The working 
details of designs and the accurate drawings given in the Instruction Papers 
can readily be applied to special cases. In his daily work, the student is in 
constant touch with practical electrical engineers, makes detail drawings of 
electrical apparatus, reads electrical publications, and, best of all, can imme- 
diately apply his knowledge of electrical principles and designing formulas. 

School Teacher Changes to Draftsman. 

With no previous knowledge of mechanical drawing or of the 
theory of any trade, I enrolled in the Electrical Engineering Course. 
As I was a school teacher at the time, I could study only in spare time; 
hut, before completing Mechanical Drawing, I obtained a position in a 
drafting room by showing my work in the Schools. The closeness with 
which my school work was corrected has made my shop work above the 
average in neatness and accuracy. The knowledge obtained through 
the instruction has enabled me to intelligently apply the principles of 
mechanics in my work. I now hold a position of responsibility as 
draftsman on a varied line of machinery, 

J. S. Myees, 168 S. Main Street, Chambersburg, Pa. 

Opportunities for Electrical Engineers. 

The largest demand in the electrical-engineering field today is for men 
with just such technical knowledge and practical experience as students of the 
Electrical Engineering Course possess after following out our plan. The most 
valuable qualification of an electrical engineer is a practical knowledge of the 
design and construction of electrical apparatus. This qualification our 
** student-draftsmen" acquire through the instruction on the design of con- 
tinuous- and alternating-current apparatus, and are then fully qualified as 
electrical designers. The completion of such subjects as Applied Electricity, 
Batteries, Electric Transmission, Electric Railways, and Electric Lighting, in 
addition to their experience as electrical designers, will qualify them to plan 
and install complete power or lighting plants, manage electrical manufactories, 
successfully undertake general electrical contracting, or fill the most desirable 
and lucrative positions in the electrical field. 

Holds Civil=Service Position. 

When I first heard of The International Correspondence Schools, 
I was receiving but $30.00 per month as assistant in an electric-light 
plant. I was determined to succeed, and accordingly took up the 
Electrical Engineering Course in September, 1897. Since that time, I 
have passed four civil-service examinations, and have had my salary 
raised four times. I am now holding a civil-service position at $87.00 
per month— nearly three times the wages I received when I began my 
Course. It is with great pleasure that I fully indorse your methods 
of teaching. I can truthfully say that I owe my present success to your 
excellent system of iustruction. 

ROBT. G. Elliott, Elec. Engr., Clinton Prison, Dannemora, N. F. 




BOIND VOLIMES OF INSTRUCTION PAPERS. 

Realizing the great value of the Instruction Papers and Drawing Plates to 
those that have studied them, and the desirability of preserving them for 
reference, the Schools have reprinted them on special paper and bound them 
into handsome half-leather volumes. They are now furnished to the student 
by The Colliery Engineer Company as soon as he enrolls (if he pays for his 
Course in cash) or as soon as he has made the second installment payment 
on his Course. So long as he lives up to his contract they cannot be taken 
from him. They are a duplicate set of the Instruction and Question Papers 
sent to the student throughout his Course, and are supplied in addition to 
them. The descriptions of their contents follow: 

ElectriCal Engineering Course. 

Volume I includes the Instruction and Question Papers on Arithmetic, 
Algebra, Logarithms, Geometry and Trigonometry, Elementary Mechanics, Hydro- 
mechanics, Pneumatics, and Heat. The first four subjects comprise all the 




mathematics required for the completion of the Course and the solution of 
problems arising in practice. Elementary Mechanics treats on the properties of 
matter, laws of motion and force, and the calculations relating to levers, etc. 
Hydromechanics treats on water pressure, specific gravity, and the calculations 
relating to the flow of w^ater in pipes. Pneumatics discusses the properties of 
air and gases, and the operation of pneumatic machines. Heat treats on the 
measurement of heat, expansion, and the theory of heat engines. 

Volume II includes the Instruction and Question Papers on Steam and 
Steam Engines, Strength of Materials, Applied Mechanics, and Steam Boilers. 
Steam and Steam Engines treats on the properties of steam, use of the indicator, 
horsepower, and simple, compound, and condensing engines. Strength of 
Materials fully treats the methods of calculating the strength of shafts, ropes, 
chains, and beams. Applied Mechanics discusses the construction of the prin- 
cipal types of mechanisms, theory of gear-teeth, and the measurement of 
power. Steam Boilers discusses the construction and care of the leading types 
of boilers, economical use of fuels, and the strength, horsepower, attachments, 
etc. of boilers. 



BOIND VOLIMES OF INSTRICTION PAPERS. 

Volume III includes the Papers on Machine Design, Principles of Electricity 
and Magnetism, Electrical Measurements, Batteries, and Ajyplied Electricity. Machine 
Design is copiously illustrated with drawings of machine details, accompanied 
by formulas for calculating dimensions in design. Principles of Electricity and 
Magnetism explains electric and magnetic units, electromagnetic induction, etc. 
Electrical Measurements teaches the methods for measuring current, E. M. F. , 
and resistance. Batteries teaches the principles of operation of batteries, and 
describes the various types. The storage cell is explained fully. Applied 
Electricity deals wdth the principles and operation of telegraphy and telephony, 
electroplating, and electric welding. The theory of the dynamo is then con- 
sidered, with the requirements to be met in different types. 

Volume IV includes the Papers on Electric Transmission, Electric Railways, 
Electric Lighting, Dynamo-Electric Machine Design {Continuous Current), Motor 
Design {Continuous Current), Principles of Alternating- Current Apparatus, and 
Design of Alternating- Current Apparatus. Electric Transmission takes up in 
detail the different systems of current transmission. Electric Railways describes 
the construction and maintenance of electric railways. Electric Lighting treats 
of arc- and incandescent-lighting systems. Dynamo-Electric Machine Design 
{ Continuous Current) teaches the designing of continuous-current dynamos by 
giving the principles of the subject and then illustrating their practical applica- 
tion. Motor Design { Continuous Current) show^s how the principles taught in 
connection with the design of dynamos are applied to continuous-current 
motors. Principles of Alternating- Current Apparatus considers the theory of 
alternating currents, and the principles of operation of alternating-current 
machinery. Design of Alternating- Current Apparatus applies the principles 
taught in the previous Paper to the design of the various kinds of apparatus. 

A^olujNie V includes Geometrical and Mechanical Drawing, and the accom- 
panying Plates. The use and care of instruments are explained. Then simple 
geometrical constructions are taken up, lettering, lines used on drawings, use 
of scales, sectioning, and shading. The Plates include machine details, design 
of gear-teeth, and drawings of electrical app.iratus. Directions for making tra- 
cings and blueprints complete the volume. 

Volume VI contains all the Tables and Formulas given in the first five 
volumes, here collected in one thin book for quick reference in practice. 

Volume VII contains the Answers to Questions. This is a key to all the 
Question Papers. It is illustrated where necessary, and, when used judi- 
ciously, will save the industrious student much valuable time and patience. 

Electrical Course. 

Volume I includes the Papers on Arithmetic, Algebra, Logarithms, Geometry 
and Trigonometry, and Elementary Mechanics. These are the same as those 
treated in Volume I of the Electrical Engineering Course (see page 6). 

Volume II includes the Papers on Principles of Electricity and Magnetism, 
Electrical Measurements, Batteries, and Applied Electricity. These are the same 
as those treated in Volume III of the Electrical Engineering Course. 

Volumes III and IV are the same as Volumes IV and V of the Electrical 
Engineering Course. 

Volumes V and VI contain Tables and Formulas and Answers to Questions. 

78 



ELECTRICAL ENGINEERING COURSE. 



PREPARATORY DIVISION. 

ARITHMETIC* FORMULAS.* 

Ill Pages.— Fundamental Processes— Frac- 14 Pages.— Instruction in the Use of Signs 

tlons — Deoimals— Involution— Evolution. and Letters in Formulas. 



DRAWING DIVISION. 

GEOMETRICAL DRANA/ING* 

(71 Pages, 9 Plates.) 
Use and Care of Instruments— Inking— tions— Intersections and Developments of 
Lettering— Geometrical Constructions— Lines Cylindrical and Conical Surfaces, Shading 
Used— Orthographic Projection— Conic Sec- Lines. 

MECHANICAL DRAWING.* 

(51 Pages, 16 Plates.) 
Plate: Machine Details — Section Lines— nitions and Calculations — Plate: Spur Gear- 
Scales— Plate : Machine Details— Plate : Wheels— Plate : Bevel Gears— Plate : Gov- 
Bandwheel— Plate : Eccentric and Brake emor— Plate: Boiler Setting, Elevation— 
Lever-Plate: Engineering Details— Plate: Plate: Boiler Setting, Plan — Tracings — 
Reversing Lever— Plate : 5-inch Globe Valve Blueprinting— Plate : Six-Horsepower Hori- 
— Plate : Shaft Hanger— Plate : Bench Vise zontal Steam Engine and Details. 
Details— Plate : Profiles of Gear-Teeth— Defi- 



INTERMEDIATE DIVISION. 

GEOMETRY AND TRIGONOMETRY.* 

(60 Pages.) 
Lines and Angles — Polygons— Triangles — — Solutions of Triangles — Mensuration of 
Circles — Trigonometric Functions and Tables Plane Surfaces and Solids. 

ELEMENTARY MECHANICS.* 

(66 Pages.) 
Properties of Matter — Force— Three Laws of Lever — Pulleys — Inclined Plane — Screw- 
Motion — Composition and Resolution of Friction — Kinetic and Potential Energy- 
Forces —Gravitation —Statics -Equilibrium— Horsepower — Specific Gravity. 

HYDROMECHANICS. 

(43 Pages.) 
Hydrostatics — Downward, Upward, and Archimedes — Velocity of Efflux — Head — 
Lateral Pressure — Buoyancy — Principle of Contracted Vein— Flow of Water in Pipes. 



ADVANCED DIVISION. 

ALGEBRA.* 

(109 Pages.) 
Part One, 62 Pages.— Algebraic Signs — Paet Two, 47 Pages.— Exponents— Radicals 

Positive and Negative Quantities — Addition— —Equations— Pure and Affected Quadratic 
Subtraction — Multiplication — Division — Fac- Equations— Equations Leading to Two Un- 
toring— Least Common Multiple— Reduction — known Quantities; Equations Containing 
Fractions— Involution— Evolution. Two Unknown Quantities. 

LOGARITHMS.* 

(38 Pages.) 
Brigg's System of Logarithms— Logarithmic cation, Division, Involution, and Evolution. 
Table — Application of Logarithms to Multipli- 

PNEUMATICS. 

(48 Pages.) 
Properties of Air and Gases — Barometers — Machines — Principles and Action of Siphon 
Gauge and Absolute Pressures— Pneumatic and Pumps. 

HEAT. 

(86 Pages.) 
Nature of Heat — Thermometers— Absolute of Heat— Thermal Unit, Specific Heat — Latent 
Temperatures; Expansion— Conduction, Con- Heat — Mechanical Equivalent — Thermody- 
vection, and Radiation— Dynamical Theory namics— Heat Engines. 

* Instruction in this Paper is given in Electrical Course. 



ELECTRICAL ENGINEERING COIRSE. 



TECHNICAL DIVISION. 

STEAM AND STEAM ENGINES. 

(160 Pages.) 
Expansion of Steam — Slide Valve — Rocker- Engine — Corliss Engine — Governors — Cam- 
Arms — Indicator — Horsepower — Wheelock pound and Multiple-Expansion Engines. 

STRENGTH OF MATERIALS. 

(80 Pages.) 
Materials Used for Construction— Stresses — Moment of Inertia and Radius of Gyration 
and Strains — Tension— Elastic Limit— Com- — Calculation of Sizes — Columns — Torsion — 
pression — Shear — Moments— Beams— Supports Sizes of Shafts — Ropes — Chains. 

APPLIED MECHANICS. 

(197 Pages.) 
Part One, 129 Pages.— Link Mechanism— Part Two, 68 Pages. — Dynamometers — 

Levers — Crank, Crosshead, and Connecting- Prony Brakes — Rope Brake — Transmission 
Rod Mechanism — Toggle Joint — Quick-Re- Dynamometers — Valve Gears — Setting the 
turn Motion— Universal Joint— Cam— Belting Slide Valve — Shifting Eccentrics — Double 
—Speed Cones— Knee Joint — Engine Lathe Valve Gears — Meyer Valve — Corliss Valve 
Train — Screw Cutting — Mangled Gears— Gear — Stephenson Link Motion — Designing 
Clutch Gearing— Differential Gearing — Pitch the Link Motion — Suspension of the Link — 
— Tooth Contact — Epicycloidal System — In- Proportions of the Link— Different Kinds of 
volute System— ^yorm-Gears. " Shaft Governors. 

STEAM BOILERS. 

(191 Pages.) 
Types — Materials — Joints — Stays — Crown Water Circulation — Grates — Stokers — Chim- 
Bars — Feed Apparatus — Feedwater Heaters — neys — Horsepower — Boiler Trials — Inspection 
Safety Valves — Gauges — Fusible Plugs — Blow- and Testing — Boiler Setting — Separator — 
Out Apparatus — Manholes — Combustion — Steam Loop — Injector. 

MACHINE DESIGN. 

(268 Pages.) 

Part One, 93 Pages.— General Procedure— Part Three, 89 Pages. — Steam-Engine 

Materials Used— Screws, Bolts, and Nuts— Design— Boiler Pressure— Piston Speed— Point 
Wrenches— Heads— Stop Plates, Locking De- of Cut-Off— Clearance— Back Pressure— Cylin- 
vices— Bolts in Shear— Knuckle Joints— Forms ders and Steam Chests— Steam Ports and Pas- 
of Kevs— Cotters— Journals— Shafts— Bearings sages — Crank-Shafts — Crankpins— Piston — 
—Shaft Couplings— Friction Clutches. Hollow Piston— Built- Up Piston— Solid Piston 

—Piston Packing— Piston Rods: Connecting- 

Part Two, 86 Pages.— Bearings : Seats or Rods— Strap Ends— Marine Ends— Crossheads 
Steps — Pedestals — Hangers — Gearing— Spur —Valves, Valve Stems and Eccentric Rods— 
and Bevel Gears-Wheels- Pulleys — Rope Eccentric Sheaves and Straps— Stuffingboxea 
Gearing— Wire-Rope Gearing— Chains— Hooks —Construction of Flywheels— Engine Frames 
—Pipe Flanges— Gaskets. or Beds— Engine Proportions. 

PRINCIPLES OF ELECTRICITY AND MAGNETISM.* 

(142 Pages.) 
Properties of Electricity— Electrostatics— Laws— Magnetism — Natural, Artificial, and 
Attractions and Repulsions — Positive and Electromagnets— Magnetic Induction— Mag- 
Negative Charges — Electric Series— Electro- netic Units — Experiments With Electrical 
static Instruments — Conductors and Insu- Apparatus— Magnetic Curves— Leakage— Cal 
lators —Induction— Electrostatic Machines— culations for Magnets— Residual Magneti-sm— 
Condensers— El ectrodvnamics- Voltaic Elec- Lifting Magnets— Long-Range Magnets— Elec- 
tricitv— Cells— Electromotive Force— Currents tromagnetic Induction — Self-induction — 
—Circuits— Electrical Units— Applications of Mutual Induction— Induction Coil. 

ELECTRICAL MEASUREMENTS.* 

(98 Pages.) 
Electromagnetic Measurements — Galva- With Electrical Apparatus, Suggestions for 
nometer — Calibration — Reflecting Galva- Experiments— Practical Measurements : In- 
nometer— Electrochemical Measurements— .'^truments—D'Arsonval Galvanometer, Dead- 
— Measurements of Potential— Amperemeters Beat Instrument, Siemens Dynamometer, 
—Voltmeters— Measurements of Resistance— Edison Chemical Meter, Cardew Voltmeter, 
Wheatstone Bridge— Temperature CoeflBcient Wattmeters, Thomson Recording Wattmeter, 
—Insulation Resistance— Grounding. Electri- Shallenberger Meter — Switchboard Instru- 
fication, Measuring Insulation Resistance— men ts— Measurements With Commercial In- 
Electrical Apparatus: Slide-Wire Bridge, Re- struments. 
sistance Coils, Galvanometer, Experiments 

* Instruction in this Paper is given in the Electncal Course. 

•so 




^JVJ^JS 35, /893 



DRAWIi 
Accompanying Instruction Paper on Mechanical is 



rURE. 



Jdiscstd. thick a.t eoLch endLf^core. 
— ^' 



Oiled. TTLZcsZirL. 




^OJ<7^^JvCITH, CL.ASSJ\/P^i^23 



i PLATE. 

rawing of The School of Electricity. Reduced.) 



ELECTRICAL ENGINEERING COIRSE. 



TECHNICAL DIVISION.— Continued. 

BATTERIES.* 

(109 Pages.) 
Definitions, Primary Battery, Secondary or ing Electrolyte : Cells with a Liquid Depolarl- 
Storage Batteries— Electrochemistry : Electro- zer : Cells with a Solid Depolarizer : Dry Bat- 
chemical Equivalents, Electrolyte, Anode, teries— Accumulators : Lead Accumulators, 
Cathode, Electrodes, Electrochemical Calcula- Charging Accumulators, Sulphating, Buck- 
tions: Calculation of E. M. F. Produced by ling, Efficiency of Accumulators, Forms of 
Chemical Action— Polarization and Depolari- Grids, Bimetallic Accumulators : UsesofAccu- 
zation : Devices for Depolarizing Cells — mulators — Installation of Accumulators: Size 
Classification of Cells : Cells with a Depolariz- of Cells Required. 

APPLIED ELECTRICITY.* 

(239 Pages.) 
Part One, 98 Pages.— Electric Telegraphy— Part Two, 141 Pages.— Theory of the Dy- 
Morse System — T el egraph Circuit : Key, namo— Generation of E. M. F.: Principles 
Sounder, Simplest Form of Telegraph Circuit and Formulas, Effect of Current in the Con- 
— Arrangement of Relay Circuit — Telegraph ductors — Graphical Representation of the 
Instruments : Key, Sounder, Register, Relay E. M. F. or Current : The Sine Curve, Value 
—Relays on the Line and Their Adjustment : of E. M. F.— The Air Gap— Armature-Core 
Batteries — Morse Code: Dot, Dash, Space, Losses— Character of Commercial Currents: 
Morse Alphabet — Circuit Accessories— Direct Current, Alternating Current, Continu- 
Switches: Plug Switch, Spring-Jack Switch— ous Current, Pulsating Current — General 
Lightning Arresters : Plate Arresters, Point Principles of Armature Windings : Unipolar 
or Saw-Tooth Arrester — Repeaters : Wood's and Bipolar Induction, Brushes, Commutator, 
Button Repeater, Edison's Button Repeater, Drum and Ring Winding, Cylinder Armatures 
Milliken's Automatic Repeater — Multiplex —Direct-Current Armature Windings— Unipo- 
Telegraphy : Differential Duplex System, lar Armatures— Open-Coil Bipolar Armatures 
Bridge Duplex System— Bridge Method for — Open-Coil Multipolar Armatures — Closed- 
Cables : Siphon Register— Quadruplex Sys- Coil Bipolar Armatures: Calculation of 
tem— Plant of the Postal Telegraph System of E. M. F., Commutation of Current, Armature 
New York City — Telegraph Lines': Wire, Reaction, Counter Magnetomotive Force, 
Joints, Poles, Cross- Arms, Brackets, Pins, and Cross-Magnetomotive F o r c e , Input, Effl- 
Insulators— Telephony : Sound, Characteris ciency — Closed-Coil Armature Windings: 
tics of Sound, Loudness, Pitch, Timbre, Artie Ring Windings, Two-Circuit Winding— Bipo- 
ulate Speech— Action of the Telephone : Mag- lar Drum Windings: End Connections of 
neto Telephone, Transmitter, Receiver, Bat- Coils— Multipolar Drum Windings: Bar Winrl- 
tery Transmitter, Induction Coil in Telephony ing, Iron-Clad, Loop Winding, Wave Winding, 
— Single- Pole Receiver, Bipolar Receiver, Multiple Windings : Multiple-Wound Multi- 
Blake Transmitter, Hunnings Transmitter, pie-Circuit Ring Winding, Multipolar-Wound 
Solid Back Transmitter— Calling Apparatus : Two-Circuit Ring Windings, Multiple-Wound 
Magneto Generator, Automatic Shunt, Polar- Multiple-Circuit Drum Windings, Multiple- 
ized Bell, Complete Magneto Bells— Complete Wound Two-Circuit Drum Windings — The 
Telephone Instruments: Hook Switch — Magnetic Circuit : Air Gaps, Field Core, Mag- 
Warner Hook Switch, Circuits of a Telephone, netic Yoke— Construction of Frame: Density 
Batteries — Telephone Exchanges: Party of Lines of Force-Form of Magnetic Circuit: 
Lines, Operation of Switchboard — Telephone Salient Poles, Consequent Poles— Methods of 
Lines : Induction on Lines, Cross-Talk, Trans- Exciting the Field : Series Winding, Shunt 
positions. Telephone Cables. Winding, Compound Winding, Building Up. 

ELECTRIC TRANSMISSION.* 

(95 Pages.) 
Power Station: Installation, Switchboards: on the Line, Breaks — Line Construction: 
Instruments, Safety Devices, Ground Detector, Wires, Gauges, Conductors— Drop of Potential 
Lightning Arresters— Installing Electric and Line Loss: Carrying Capacity of Con- 
Machinery — Installing Arc-Lighting Dyna- ductors. Methods of Distributing Electrical 
mos : Installing Dynamos for Incandescent Energy- : Direct and Alternating Currents, 
Lighting : Installing Generators for Constant- Transformer — Practical Wiring : Under- 
Potential Motor Circuits : Adjustment— Faults ground Wiring Cable — Testing of Lines : Line 
in Dynamos : Station Management : Leakage Resistance, Line Capacity. 

ELECTRIC RAILWAYS.* 

(102 Pages.) 
Motor Cars and Fittings— Storage-Battery Construction: Wires at Curves: Feeders- 
Railways— Electromagnetic Systems— Conduit Calculation of Trolley Wires and Feeders — 
System ; Third-Rail System ; Overhead Trolley Track Construction; Rails; Curves; Power 
System : Diagram of Circuits— Construction of Station ; Location— Steam Piping : Boilers, 
Truck: Suspension of a Motor ; Details of Engines, and Dynamos : Car House and Repair 
Frame; Air Brakes: Brakes Operated by Cur- Shop: Wiring "of Car House; Switchboards: 
rent— Motors Used as Brakes— Motors ; Details Testing Station— Cable Testing ; Alternating 
of Motor Frame ; Draw-Bar Pull— Trolley— Currents and Railway Work— Application of 
Controllers — Electric Heaters — Overhead Batteries to Electric' Traction: Variation of 
Line Construction : Poles ; Flexible Bracket Load— Power Estimates. 

* Instruction in this Paper is given in the Electrical Course. 

81 



ELECTRICAL ENGINEERING COIRSE. 



TECHNICAL DIVISION —Continued. 

ELECTRIC LIGHTING* 

(89 Pages.) 

Electric Illuminating Apparatus -Methods —Line-Wires— Systems of Distribution— Series 

of Lighting— Electric Arc Light— Arc Lamp— Distribution — Current Regulation — Parallel 

Electric Lighting by Incandescence— Meas- Distribution— Incandescent Electric Lighting 

urements and Calculations— Determination of by Alternating Currents— Central Stations for 

Candlepower— Candlepower of Arc Lamps— Electric-Lighting Plants — Cables — Calcula- 

General Data for Arc and Incandescent Lamps tions for Incandescent-Lighting Circuits. 

DYNAMO-ELECTRIC MACHINE DESIGN.* 
(Continuous Current.) 

(124 Pages.) 
Factors Limiting Output— Heating of Ma- From Tests— Curves Applied to Compound 
chine— Speed of Armature— Heating of Field Winding— Characteristic Curves— Method of 
Spools— Armature Reaction: Smooth Core— Deri^-ing External Characteristics— Character- 
Current Density in Armature Conductors— istics of Series Dynamos — EflBiciency — Elec- 
Armature Reactions: Slotted Cores— Length of trical Efficiency — Commercial Efficiency— 
Air Gap— Armature Reaction: Constant-Cur- Losses — Mechanical Construction — Magnetic 
rent Dynamos— Smooth and Slotted Arma- Circuits— Armature Coils— Armature Ventila- 
tures — Magnetic Densities — Calculation of tion — The Commutator — Brushes — Brush 
Field Ampere-Turns — Design of 12-Horse- Holders— Brush-Holder Stud— Rocker-Arm— 
power Dynamo— Armature Conductors- Size Cable Tips— Shaft— Keys— Pulleys— Bearings 
of Teeth — Speed of Rotation — Densities in — Frame — Pole Pieces— Spools — Terminal Con- 
Magnetic Circuit— Area of Armature Core — nections— Terminal Blocks— Connection Dia- 
Total Ampere-Turns— Size of Shunt Wire — grams — Shunt-Wound Dynamo — Compound- 
Magnetization Curves — Magnetization Curves Wound Dynamo — Assembled Machines. 

MOTOR DESIGN.* 
(Continuous Current.) 

(43 Pages.) 
Principles of Operation — Dynamos and Connections on Constant-Current Circuits — 
Motors Compared— Classes of Motors — Shunt Regulating Rheostats— Methods of Reversing 
Motors— Series Motor — Differentially-Wound Motors— Design of Continuous-Current Motors 
Motors — Auxiliary Apparatus — Starting Rheo- —Determination of Output— Mechanical De- 
stats — Automatic Switches — Series-Motor sign — Railway-Motor Armatures. 

THEORY OF ALTERNATING-CURRENT APPARATUS.* 

(176 Pages.) 

Theory of Alternating Currents — Cycle, rent Measuring Instruments — Classes of In- 

Frequency, Alternation, Period— Sine Curves struments — Power Measurement — Single- 

— Two-Phase and Three-Phase Systems— Com- Phase Alternators— General Characteristics — 

position and Resolution of Currents and E. Revolving-Field and Inductor Alternators — 

M. F.'s — Maximum, Average, and Effective Polyphase Alternators— Two-Phase Alterna- 

Values of Sine Curves— Self-induction— Com- tors — Three-Phase Alternators — Monocyclic 

ponents of Impressed E. M. F.— Circuits Con- System— Transformers— Theory of the Trans- 

tainiug Resistance and Self-induction— Effects former— Construction of Transformers — Con- 

of Capacity— Circuits Containing Resistance necting Transformers — Special Uses of 

and Capacity — Circuits Containing Resistance, Transformers— Alternating-Current Motors — 

Self-induction and Capacity— Calculation of Synchronous Motors — Induction Motors — 

Power Expended in Alternating-Current Cir- Phase Splitting— Rotary Transformers, 
cuits— Transmission Lines — Alternating-Cur- 

DESIGN OF ALTERNATING-CURRENT APPARATUS.* 

(162 Pages.) 
Alternators— Limitation of Output— Rela- of Field Magnets— Design of Field— Calcula- 
tion Between C- R Loss and Output— Core tion of Field Ampere-Turns— Loss in Field 
Losses — Radiating Surface of Armature— Coils— Mechanical Construction— Connections 
Armature Reaction — Peripheral Speed of —Transformers— Transformer Cores— Design 
Alternator Armatures— Armature Windings— of 8 K. W. Transformer— Efficiency— Magnet- 
Construction of Armatures— Forms of Arma- izing Current — Construction — Induction 
ture Coils and Bars— Magnetic Densities— Motors — Limitation of Output — Induction- 
Design of 100 K. W. Single-Phase Alternator— Motor Windings— Power Factor— Length of 
Calculation of Armature Losses— Armature Air Gap— Design of 10 H. P. Motor— Field 
Winding for Two-Phase Alternator— Aran ature Winding and Connections— Mechanical Con- 
Winding for Three-Phase Alternator- Design struction. 

* Instruction in this Paper is given in the Electrical Course. 

82 



Sample Page of Instruction Paper. Electric Railways. 

ELECTRIC RAILWAYS. 2251 

place by its own tension. The central bolt d is insulated 
from the ears and span wire by a composition of mica and 
shellac, or similar sub- 
stance, which is filled 
around the body, and 
projects above it in 
the shape of a mush- 
room top. The bolt e 
allows of motion, as 
in the preceding case. 
In putting up the 
trolley-wire, the end 
is first anchored, and 
a length of perhaps 
1,000 feet run off, 
supported by temporary wires from the clamps. This length 
is then drawn to the proper tension by means of a block-and- 
tackle, the hangers are permanently connected, and the 
anchor wires put up. In rounding a curve the wire is first 
stretched in temporary wire slings and anchored, after 
which the hangers, or pull-over clamps, are attached. For 
curves of small radius, a form such as is given in Fig. 1271 
is used. The span wire is attached to the eye e^ which is 




Fig. 1270. 




Fig. 1271. 

fastened by the insulating piece i to the arm/ carrying the 
trolley-wire clamp b pivoted at d. For such operations, a 
"tower wagon" is used, which consists of a platform sup- 
ported on a wagon, at a convenient height for ready access 
to the wires. This platform is generally so arranged as to 
project beyond the wagon, so that the latter may stand clear 
of the tracks while repairs are in progress, and not interfere 
with regular traffic. When not in use, the platform may be 
lowered to the wagon. 

83 



Sample Page of Question Paper. Dynamo-Electric Machine Design. 

DYNAMO-ELECTRIC MACHINE DESIGN. 2541 

(1674) What is, approximately, the percentage of loss in 
the field coils of a shunt dynamo ? 

(1675) (a) Do the cross ampere-turns affect the total 
strength of field ? (/;) Give reasons for your answer. 

(1676) How would you determine the electrical efficiency 
of a dynamo ? 

(1677) What is the maximum volume of current which 
may be taken from (a) a drum armature ? (l?) a ring arma- 
ture ? 

(1678) Name some of the special applications of smooth- 
core and slotted armatures. 

(1679) How is a magnetization curve used in determining 
the series ampere-turns for a compound-wound dynamo ? 

(1680) Why is the insulation at the ends of commutator 
bars extended beyond the edges of the bars ? 

(1681) What amount of surface should be allowed on an 
armature per w^att expended in heating ? 

(1682) In what part of the magnetic circuit is the m.ag- 
netomotive force of the armature ampere-turns mostly 
expended ? 

(1683) (a) What result w^ould follow if the magnetomo- 
tive force at one pole tip, due to the cross ampere-turns, 
should become as great as the magnetomotive force due to 
the field ? (d) What should be the relation between the two 
values ? 

(1684) What amount of surface should be allowed on field 
spools per watt expended in heating ? 

(1685) What effect has a small winding volume for the 
field coils on the regulation of a dynamo ? 

(1686) What is the limiting potential difference to be 
allowed between succeeding commutator segments of a con- 
stant-potential dynamo ? 

(1687) What is the reason for the use of laminated pole- 
pieces ? 

(1688) State Esson's rule giving the rise in temperature 
of an armature for different conditions of load and speed. 

84 



ELECTRIC RAILWAYS. 



The Future of Electric Transportation. 

When we consider that the first successful electric railway in the United 
States was completed in 1885, that millions are now invested in electric-rail- 
w^ay systems, and that the country is rapidly being covered with one vast 
network of electric roads, we begin to appreciate the possibilities of this 
branch of electrical engineering, and the opportunities it affords ambitious men. 

Large cities are placed in ''trolley" connection with neighboring towns, 
groups of villages become united by electric roads, and a few miles of connect- 
ing track soon creates a transportation system 50, 75, or 100 miles in length. 
While some years may elapse before our present steam railroads adopt 
electricity as a standard motive power, the economy of electric transportation 
and efficiency for short runs is such that the work of steam roads wall soon be 
confined to "limited" trains and long-distance freight hauls, while all "local" 
business will be handled by connecting systems of electric railways. 

Is a Traveling Fireman. 

I have been firing locomotives for the past five years, but have 
found considerable time for the study of my Electrical Engineering 
Course, On May 1, 1899, the master mechanic, appreciating my efforts 
to improve myself, promoted me to the position of traveling fireman 
with a good salary. He is also a student of the Schools, and many 
other students have stepped to the front, and are making the best engi- 
neers. I consider that what I have already learned has been of great 
benefit to me, and I would not give it up for several times the paltry 
sum paid for my Course. I shall always take pleasure in recommending 
your system of teaching. 

Chas. a. Van Cajipen, ^85 Ludington Street, Buffalo, N. Y. 




Two Courses lor EIectric=Railway Men. 

There are two classes of men engaged in electric-railway work: one class 
consists of those who install and maintain electric railways; the other, those 
who operate the motor cars. To the first we offer the Electric Eailways Course; 
to the second, the Electric Car Eunning Course (see page 25). 

The Electric Railways Course includes instruction in Arithmetic, Geo- 
metrical Drawing (optional), Mechanical Draiving (optional), Formulas and 
Mensuration, Mechanics, Dynamos and Motors, and Electric Railways. (For 
Synopses see pages 38-40, 42, 49, and 50. ) It is intended for installation engi- 
neers, line superintendents, railway managers, and railway employes w^ho wish 
to qualify for positions requiring a thorough knowledge of track and overhead 
construction, and the general installation of electric railways for storage- 
battery, conduit, third-rail, or overhead-trolley systems, and the location and 
equipment of power houses and repair shops. 

From Conductor to Chief Electrician. 

I owe so much of my success to the Schools that it is with pleasure 
I state a few of the practical results of my Electric Railways Course. 
When I commenced my studies, I was a conductor on the Guelph Street 
Railway. Having a desire to advance, I set to work with a determina- 
tion. In eight months' time, my employers, taking an interest in my 
progress, made me assistant electrician, with an increase in wages. A 
few months brought another advance in wages, and I was soon after 
given my present position as chief electrician, wdth a further advance. 
I am so well pleased with my present Course that I intend taking up 
other studies with you. 

J. H. SwEETMAN, 76 Northumberland Street, Guelph, Ont. 
S5 




RAILWAY CONSTRICTION MEN. 



Advancement for Barnmen and Linemen. 

In their work about the barn and with the construction gang, barnmen 
and Hnemen acquire some experience with a few types of electrical machinery, 
and get a vague knowledge of electricity. The lack, however, of an intelligent 
grasp of details and electrical principles is a bar to their further progress. 

Our Electric Railways Course is the surest means of advancement for 
railway men. It will give the ambitious line or barn man a practical knowl- 
edge of the equipment and operation of electric railways, and the construction 
of the electric machinery connected therewith. This knowledge will enable 
him to fill any position in railway construction work — whether it be as fore- 
man of the repair or construction gang, as inspector of the line, track, or 
rolling stock, as installation engineer, installing and equipping electric 
railway and power houses, or as general railway superintendent. 

A Repairman's Advance. 

I cannot say too much in praise of the system of instruction of The 
International Correspondence Schools, of Scranton, Pa., or of the 
excellence of their Instruction Papers, When I enrolled I was em- 
ployed as repairman on electric cars. Owing to your thorough instruc- 
tion, I was advanced in succession to wireman, dynamo tender, and 
general electrician, and afterwards was foreman of the electric shop 
of the Brooklj'^n Rapid Transit Company. I now hold an excellent 
position with the Westinghouse Electric and Manufacturing Com- 
pany, Pittsburg, Pa. I unhesitatingly recommend The International 
Correspondence Schools to every ambitious workman as being most 
thorough, practical, and reliable. 

H. Edw. Keffek, East Pittsburg, Pa. 



^ 



Foremen and Managers Must Study. 

The success of an electric-railway system depends on good management. 
Frequently, thousands of dollars are lost annually owing to the ignorance of 
those in charge. It is, for the most part, the small leaks that cause the 
mischief. An intelhgent appreciation of the necessity of economy in small 
things follows a thorough course of instruction in electrical principles and the 
best methods of railway construction and operation. Managers and other 
railway officials will find our Electric Railways Course replete with valuable 
hints, which will often save them much time, trouble, and expense. 

The foreman must stand in advance of his men, or else suffer the inevitable 
result — be pushed aside by a better man. In no other way can he so efficiently 
perform his duties, and at the same time increase his chances for a better 
position, than by keeping informed of the latest and best methods of railway 
construction and operation, as taught in our Electric Railways Course. 

Second Engineer to Chief Engineer and Electrician. 

When I enrolled in the Electrical Engineering Course, I was work- 
ing as second engineer in a street-railway plant, at a very modest 
salary. Before enrolling, I attempted to educate myself by reading tex^ 
books, but made little progress, owing to my limited knowledge of 
mathematics and mechanics. Since I enrolled, however, I have had no 
need of textbooks, as those from the Schools were the most comprehen- 
sive to be had. Through the knowledge gained from my Course, I was 
enabled to accept the position of superintendent of an electric-light 
plant and water works, at an increased salary, and am now chief engi- 
neer and electrician of the Boulder Street Railway and Utility Co. 

J AS. H. O'Hern, SlOl 12th Street, Boulder, Colo. 
86 




RAILWAY OPERATORS. 




Why Motormen and Conductors Should Study. 

Every electric-railway operator should have a general knowledge of the 
different parts of the car equipment and the manner in which they are con- 
nected. If he has this knowledge, he can, in the event of a breakdown 
several miles from the shop, make his own repairs, or, if the accident is 
serious, make temporary repairs sufficient to enable the car to run back to the 
shop. He can thus save the time of a wrecking crew, as well as avoid block- 
ing the line and having a black mark against his record. 

Some men can run a car with very little power, while others use nearly 
twice as much to go over the same distance, and then handle the controller in 
such a jerky fashion as to cause the registry of complaints by the passengers. 

On all roads, the most important thing for a crew to learn is how to run 
a car on schedule time, at a uniform speed, using as little power as possible. 

From Trimmer to Engineer. 

It is with the greatest of pleasure that I speak in commendation of 
The International Correspondence Schools, of Scran ton, Pa., and their 
system of education, to all those seeking an education, or a thorough 
knowledge of the business in which they may be employed, I enrolled 
in the Electric Power and Lighting Course on the 18th of October, 1895, 
and, before I had quite completed the study of Part III of Dynamos and 
Motors, the knowledge I had received from my Course in the Schools had 
enabled me to advance from trimmer to engineer of the Canton Electric 
Light and Power Company, of Canton, N. Y. I shall always be pleased 
to recommend The International Correspondence Schools. 

E. W. Jackson, Canton, N. Y. 

The Electric Car Running Course. 

Through the Electric Car Running Course, railway operators can make 
their present positions secure, and prepare to accept any of the constantly 
increasing opportunities in electric-railway operating. It is a complete and 
practical Course on the operation and maintenance of electric cars and 
motors. It makes the student familiar with the construction and working 
principles of the best types of electromotive apparatus, and is kept thoroughly 
up to date. Every principle is presented simply, interestingly, and com- 
pletely. It will give a man a practical, not a theoretical, knowledge of motors 
and their connections, and enable him to inspect his motor, locate and remedy 
defects, operate it economically and intelligently, and meet emergencies in 
case of accident. Graduates of this Course can direct the equipment of a 
modern electric car, operate it safely under all conditions of weather and 
traffic, and qualify for any motormen' s or car inspectors' examinations. For 
Synopses see pages 60-62. 

A Lineman Benefited. 

I first noticed the advertisement of The International Correspond- 
ence Schools, of Scranton, Pa., in " The Electric World and Engineer," 
and wrote to you for further information, After reading your Circular, 
I decided to enroll in the Electric Power and Lighting Course. I consider 
that I have spent my money to the best advantage, as my Course has 
been a benefit to me in many ways. When I enrolled, I was working as 
a lineman. Owing to the excellence of your instriiction, I was advanced 
to the position of dynamo tender, and then to trimmer, with an increase 
in wages. I am now getting practical experience in handling machinery 
und winding armatures. I shall always be a good friend of the Schools. 
Feed. W. Houghtaling, Three Rivers, Mich. 
87 




MOTOR OPERATORS. 




The Increasing Use of Electric Motors. 

The efficiency and economy of the electric motor in all cases where a 
moderate amount of power is required, either intermittently or continuously, 
is now causing the substitution of motors for steam engines in many places. 
As motors of larger power become generally adopted, the ' ' small steam engi- 
neer' s ' ' opportunities must decrease, and the motor operator' s increase. Today 
the steam or marine engineer who would keep abreast of the times must study 
motor operating. The horse is fast giving way to the electromobile; the 
electric launch is driving out many types of lake, river, and harbor craft; 
public electromobile service is now an established institution in many of our 
larger cities; elevated-railroad trains are being operated by electricity; and 
it is not at all improbable that within the next ten years the high salaried 
locomotive engineer on our present steam railroads will be replaced by the 
higher salaried motor operator. 

From Wiper to Dynamo Tender. 

After leaving school, there seemed to be no open door through 
which I could secure a position. I had good references from different 
schools, hut met with no success until I enrolled in the Electrical 
Engineering Course, and took my Certificate of Membership as a refer- 
ence. I secured a position at once with the Commonwealth Electric 
Co., at wiping machines, and in one year was promoted to So. Chicago 
Electric-Light Plant, as night dynamo tender. Through the assistance 
of the Schools, I secured my present position as night dynamo tender 
for the Pullman Company. My salary now averages three times what I 
was getting in my first position. Andrew A. Stewart, 

7928 Ontario Avenue, So. Chicago, III. 

Motor Operators Must Have a Technical Education. 

Laws and statutes in many of our larger cities now require that operators 
of electric wagons and carriages be licensed. All of the larger-sized electric 
launches must be controlled by licensed motor operators, and, as the size and 
power of electric motors increase, and their applications become more numer- 
ous, it is evident that license laws will become more general and more 
stringent. The result of such legislation will be that only men with the 
necessary qualifications can obtain or hold positions, and that those who do 
hold licenses will command fine salaries. Our Course in Electric Car Eunning 
not only enables the student to successfully operate and keep in repair 
electric motors in street-railway cars, but also in manufacturing plants, in 
mines, under hoisting elevators, in electric launches, vehicles, or elevated 
trains. It also qualifies him to pass any examination now required of motor 
engineers, or that is likely to be required in the near future. 

Farmer Becomes Electrician. 

Before I began studying in The International Correspondence 
Schools, I was a farmer, and knew practically nothing about electricity 
or steam engineering. I have been greatly benefited by my Courses in 
Electric Power and Lighting, and Stationary Engineering. Since com- 
pleting the Engineering Course, I have taken charge of my first engine, 
and, with the help of the Schools, have experienced no difficulty. In 
the electrical work, I have been successful in setting up and winding 
motors that give satisfaction. The knowledge I have gained through 
my studies in the Schools has been the means of fitting me for a still 
better position when the opportunity presents itself. 

Ernest E. Chaffin, Smithville, Ohio. 
88 




ELECTRIC LIGHTING. 




Its riarvelous Growth. 

One of the first exhibitions of the electric light in America was at the 
Centennial Exhibition in 1876, where the exhibitor explained to those 
interested that the cost of producing it was so great that it could be used only 
for exhibition purposes. But improved methods and apparatus have reduced 
the cost so much that many towns of less than a thousand inhabitants are now 
equipped with electric-lighting systems. For illuminating purposes, electric 
light is now fast superseding all others. Arc lights are cheap and convenient 
to operate, and incandescent lamps may be had of any desired size, shape, or 
color, and can be used in any position or place, exposed to high winds or 
submerged in water. Including electric-light companies, municipal and 
isolated plants, there are in this country nearly 20,000 electric-light plants, 
representing an invested capital of about 11,000,000,000, and the industry is 
growing with marvelous rapidity. 

Now an Electrical Superintendent. 

It is with great pleasure that I take this opportunity to recommend 
The International Correspondence Schools, of Scranton, Pa. I consider 
that the Course which I have been taking up in the Schools has been 
a means of personal improvement, as well as having advanced me 
in position and salary. I enrolled on the 30th of November, 1897, for 
a Course in Electric Power and Lighting. Before I had fully completed 
the studies of the Course, I secured, through the recommendation of 
the Schools, the position which I now hold as electrical engineer for 
the Blakeley Light Plant, of Peckville, Pa. With the position also 
came an increase in salary. 

Edgar M. Barnes, Peckville, Lackawanna Co., Pa. 

The Electric Lighting Course. 

In all electric-light plants, the two chief considerations are efiiciency and 
economy of operation. These conditions can only be maintained by competent 
men — men who can not only render satisfactory service when the plant is in 
good condition, but who are also equal to any of the accidents or emergencies 
certain to arise in even the best conducted establishments. Electric-light 
companies are, therefore, looking for men whose knowledge of the business 
enables them to superintend the installation of lighting systems, and continu- 
ously operate the plant, at the highest efiiciency and least expense. The man 
who can make or save money for the company will soon attract their attention, 
and be rewarded with promotion and better salary. Our Electric Lighting 
Course will qualify linemen, wiremen, dynamo tenders, stationary engineers, 
etc. to install and superintend electric-lighting systems, or fill any position 
in the business. (See Synopses on pages 38-40, 42, 49, and 51.) 

Superintendent of an Electric=Light Plant. 

It gives me great pleasure to speak of the merits of The Interna- 
tional Correspondence Schools, of Scranton, Pa. The Course I have 
taken with you in Electric Power and Lighting has been of great benefit 
to me in several ways. Through your instruction I have been fitted for 
the position which I now hold as superintendent of the Lansdale Elec- 
tric Light Works. I would not have been capable of holding this position 
had it not been for the Course I took at the Schools. I thank you for 
the kindly interest you have taken in me. I shall always have a good 
word to say for your system of Instruction. As soon as I get settled 
here, I intend to take another Course with you. 

Jas. M. Fine, Lansdale, Pa. 





DYNAMO TENDERS. 

Their Need of Technical Education. 

The dynamo tender sees enough of the manifestations of electricity to 
know that, if he were better acquainted with the principles underlying the 
machinery with which he has to deal, he would not only be a more efficient 
workman, but that the chances of accident — both to himself and to his 
machines — would be considerably reduced. He realizes, moreover, that his 
value is gauged by his ability to remedy trouble. If he can accurately deter- 
mine, for example, by the nature of the sparking at the brushes, whether an 
open or a short circuit exists in the armature winding or whether the unusual 
manifestations are simply due to a wrong position of the brushes or to overload- 
ing the machine; or if he can remedy the trouble when the armature, field 
magnets, or bearings become heated, the machine too noisy, or the dynamo fails 
to generate, he is rendering the kind of service that brings advancement. 

From Dynamo Tender to Foreman of Dynamo Room. 

The International Correspondence Schools presents a fine oppor- 
tunity for any young man who desires an education in the theory of 
his trade, to secure the same, at a small cost, and without interfering 
with his other duties. The instruction furnished is practical and 
thorough. I enrolled in the Electric Power and Lighting Course on the 
6th of October, 1899, and, although I have not yet fully completed my 
Course, hare i)een promoted from dynamo tender to foreman of the 
dynamo room in the Cumberland Electric Light and Power Company, 
where I am employed. I take great pleasure in recommending The 
International Correspondence Schools to any one desiring an education. 
George S. Davis, 1000 Cheatham Street, Nashville, Tenn. 

Their Chances of Promotion. 

The vast increase during the past few j^ears in the number of electric 
light and power plants in many of our smaller towns and villages has greatly 
widened the field of the ambitious electrician. There is an increasing demand 
for men competent to superintend these smaller plants, with all the chances 
for further advancement to larger plants. Herein lies a splendid oppor- 
tunity for the dynamo tender. He has the necessary practical experience. 
By studying our Course in Electric Power and Lighting, he gains a thorough 
knowledge of the principles of electricity. While filling his position as dynamo 
tender, we qualify him to take charge of the machinery and appliances of a 
complete power and lighting plant. Then, when the opportunity comes — as 
come it w^ill to the technically educated man — he w^ill not be found wanting in 
the necessary qualifications. We offer our Course in Power and Lighting to 
the ambitious dynamo tender, knowing that what others have done, he can do. 

Monthly Salary Advanced $70.00. 

When I enrolled in the Electrical Engineering Course I was 
foreman of the dynamo room for the Cumberland Electric Light and 
Power Company, of Nashville, Tenn., and I did not think I would 
ever be able to fill a better position. About a year ago, however, 
I took up the above Course, and soon found myself capable of taking 
any position about a station. A short time ago I was offered 
the chief engineer's position, and am able to satisfactorily fill the 
place. My salary has been increased from $80.00 per month to S150.00 
per month, and the Schools did it for me. A man never gets too high 
or too smart to learn. What The International Correspondence Schools 
has done for me it will do for others if they will study. 

Wm. J. Dodge, Nashville, Tenn. 
90 




ELECTRIC POWER AND LIGHTING. 

The Men Who Are Wanted. 

It is becoming quite common for the electric light, power, and railway 
interests of a town to be combined under one management, and the current 
for all to be supplied from one power station. Next to proper installation and 
equipment, the success of these plants depends on good management and the 
economy and efficiency with which they are run. The men who can not only 
carry on their work with a minimum of expense and repairs, but, if necessary, 
can install and repair all kinds of electrical machinery, or handle power, 
lighting, or railway work, are always in strong demand and command the 
highest wages. By means of our Electric Power and Lighting Course, any 
ambitious electrical worker can qualify for the most responsible positions in 
these branches of the profession. He has the experience necessary for the 
proper handling of working details; we furnish the education required for 
economical management and the development of first-class service. 

Has Become an Electrician and Inventor. 

I cannot recommend The International Correspondence Schools too 
highly. Since taking the Electric Power and Lighting Course, I have 
become electrician for the new Union Station, St. Louis, Mo. From the 
knowledge gained in the Course, I have been able to invent and success- 
fully procure patents on mechanical and electrical devices in the United 
States, Canada, Great Britain, Germany, and France. The method of 
teaching was so far beyond my expectations that I also took a Course in 
Stationary Engineering, to enable me to thoroughly understand all the 
work around an electric-light plant. Having just finished my Papers on 
Stationary Engineering, I am prepared to stand before the Board of 
Examiners. Geo. P. McDonnell, UlU Singleton St., St. Louis, Mo. 




The Electric Power and Lighting Course. 

This Course is a combination of the Electric Railways and Electric Light- 
ing Courses, including all the subjects taught in both, with a more extended 
course in Mechanical Drawing. While primarily intended for those employed 
in plants furnishing both light and power — separate Courses being given those 
working in electric-railway or electric-light plants (see pages 23 and 27) — yet 
it will greatly benefit the latter and widen their field of usefulness. The 
student is taught to compute the power and capacity of electrical machinery, 
and learns how to make a drawing of a machine or plan and superintend the 
installation of complete lighting or railway plants. The simple arithmetic of 
electrical quantities, elementary electricity and magnetism, the construction, 
installation, and operation of dynamos and motors, the connections of 
switchboards, the calculation of wiring, arc and incandescent lamps, and the 
construction and management of electric railways, etc. are all fully treated. 

Salary Advanced 50 Per Cent. 

Nashville, Tenn., April 14, 1900. 
The International Correspondence SchoolS; Scranton, Pa. 

Gentlemen:— It is with the greatest of pleasure that I testify to the good benefits derived 
from your Schools. When I first enrolled in the Electric Power and Lighting Course, on 
October 6, 1899, my knowledge was very limited; now, however, although I have not 
quite finished my Course, I feel capable of undertaking anything in the electric light and 
power business. I lately showed my Certificates to our superintendent, Avho was very much 
surprised. A greater surprise was an advance in my salary of 25 per cent. Since then it has 
been advanced to 50 per cent. I could not hold my position with the City Electric Light and 
Power Co. if it were not for your thorough training. Respectfully yours, 

Lloyd Johnson. 

91 



HOW TO BECOME AN ELECTRICIAN. 




For the Young Man Without a Chance. 

The practical applications of electricity are continually increasing, and 
will furnish employment to all ambitious young men. Realizing this, thousands 
of young men employed in inferior or poorly paid lines of work wish to enter the 
electrical field, but feel discouraged on account of their lack of knowledge of the 
principles of electricity and its practical applications. They have the ambition 
to succeed, but they lack the education. To such young men we would say, 
there is no door closed to the properly qualified and earnest worker. 

The Schools' Change-of-Occupation Plan is the young man's opportunity. 
We are meeting with the most gratifying success in enabling misplaced men 
to change from unremunerative occupations to responsible and well-paid 
positions in electricity. The student loses no time from work, while quickly 
and thoroughly qualifying himself for a better position. An earnest student 
and a Course in our Schools is a combination hard to beat. 

Cement Paver Becomes Electric=Light Superintendent. 

I am very mucti pleased with your Electric Power and Lighting 
Course for which I enrolled some time ago, and consider that I owe 
much of my success to The International Correspondence Schools. 
When I began the study of my Course, I was employed as cement 
paver. Before fully completing the Covixse, I obtained the position 
which I now hold, as superintendent of the Ephrata Electric Light 
Company, and have since installed complete plants, making all speci- 
fications and drawings for them myself. One of these was a storage- 
battery plant. I can speak nothing but words of praise as to the 
thorough method of teaching employed by the Schools. 

John W. VonNieda, 320 E. Main Street, Ephrata, Pa. 

Education, the Keynote to Success. 

For example, take our Electric Power and Lighting Course. In this Course, 
the student is given thorough instruction in mathematics, mechanics, draw- 
ing, the principles of electricity and their application to dynamos and motors, 
line and track construction, electric-railway work, etc. 

Before he has gone very far into the electrical portion of his Course, the 
student will be qualified to successfully apply for, and satisfactorily fill, a 
position as dynamo tender or assistant in an electric power, railway, or 
lighting plant. Having once secured a foothold, his further progress is 
comparatively easy. Owing to his electrical education he can readily under- 
stand the construction and operation of electrical machinery; and, by applying 
each day the information given in the Course, he is enabled to advance 
successively to foreman, inspector, line or track superintendent, or general 
superintendent of power and lighting plants. 

Janitor Becomes an Assistant Electrician. 

It would be impossible to estimate the benefit I have received from 
my Course in the Schools. I was obliged to leave school when but 
twelve years of age, and, at the time I enrolled, was working as a 
janitor. I had given up all hopes of getting an education, until I 
enrolled in the Electric Power and Lighting Course. I found your 
Instruction Papers very clear and easy to understand. In February, 1900. 
with the help of the Schools, I secured a position with the Island Pond 
Electric Light and Power Company, as assistant electrician, with 
chances of advancement. I think the Schools one of the best things in 
the world for working men. 

E. L. Spiller, Island Pond, Vt. 
92 




BOUND VOLUMES OF INSTRUCTION PAPERS. 

Realizing the great value of the Instruction Papers and Drawing Plates to 
those that have studied them, and the desirability of preserving them for 
reference, the Schools have reprinted them on special paper and bound them 
into handsome half-leather volumes. They are now furnished to the student 
by The Colliery Engineer Company as soon as he enrolls (if he pays for his 
Course in cash) or as soon as he has made the second installment payment 
on his Course. So long as he lives up to his contract they cannot be taken 
from him. They are a duplicate set of the Instruction and Question Papers 
sent to the student throughout his Course, and are supplied in addition to 
them. They begin at the rudiments of arithmetic, and lead the student 
through the entire theory of the profession on which they treat. 




Electric Power and Lighting Courses. 

Volume I. The Schools' Arithmetic is unrivaled for simplicity, clearness, 
and practical efficiency. Whenever possible, the examples have been made 
to correspond with those that are likely to arise in actual practice. Mensu- 
ration and the Use of Letters in Algebraic Formulas gives clear instruction in 
the use of letters in formulas and the measurements of plane figures and 
solids. Mechanics is a valuable and fully illustrated treatise on matter and its 
properties, hydrostatics, pneumatics, and strength of materials. 

Volume II. Dynamos and Motors covers the essential points that must be 
known in order to operate dynamos or motors intelligently. The elements of 
electricity and magnetism, the operation of dynamos, and the more important 
types of dynamos and motors, for both direct and alternating currents, are 
fully treated. Electric Lighting treats of arc- and incandescent-lightirg sys- 
tems. Parallel and series methods of distribution are treated in detail. Line 
calculations receive special attention. Electric Raihcays describes the con- 
struction and maintenance of electric railways. Railway motors, feeders, 
methods of construction, and line testing are thoroughly covered. 

93 



BOUND VOLIMES OF INSTRICTION PAPERS. 

Volume III includes the Instruction Papers on Geometrical and Mechanical 
Draiving, and the accompanying Plates. Its size is 11|^ in. X 14j in., and 
the Drawing Plates are 12 inches long between the border lines. .The direc- 
tions for drawing each Plate are on the page directly opposite, thus avoiding 
the necessity of turning the leaf when referring to the text. 

With the aid of copious illustrations, the use and care of instruments are 
explained. Then simple geometrical constructions are taken up, lettering, 
lines used on drawings, use of scales, sectioning, and shading. The Plates 
gradually become more difficult, including machine details and the construc- 
tion of an armature and a dynamo commutator. Directions for making tra- 
cings and blueprints complete the volume. 

Volume IV contains all the Tables and Formulas given throughout the 
Course, here collected in one thin book for quick reference in practice. Its 
value is at once apparent. 

Volume V contains the Answers to Questions. This is a key to all the 
Question Papers. It is illustrated where necessary, and when used judi- 
ciously, will save the industrious student much valuable time and patience. 

Electric Railways Course. 

Volume I is the same as Volume I of the Electric Power and Lighting 
Course. 

Volume II contains the Instruction and Question Papers on Dynamos and 
Motors and Electric Railways. These Papers are the same as those of Volume 
II of the Electric Power and Lighting Course. 

Volume III is the same as Volume III of the Electric Power and Lighting 
Course. 

Volume IV contains the Tables and Formulas, and Volume V the Answers 
to Questions. 

Electric Lighting Course. 

Volume I is the same as Volume I of the Electric Power and Lighting 
Course. 

Volume II includes the Instruction and Question Papers on Dynamos and 
Motors and Electric Lighting. These Papers are the same as those of Volume II 
of the Electric Power and Lighting Course. 

Volume III is the same as Volume III of the Electric Power and Lighting 
Course. 

Volume IV contains the Tables and Formulas, and Volume V the Answers 
to Questions. 

We cannot do justice to the excellence and usefulness of these Bound 
Volumes. Those, however, that have received them are enthusiastic in their 
praise. The following is a specimen testimonial of many hundreds in our 
possession: 

Cincinnati, Ohio, Feb. 17, 1899. 
The International Correspondence Schools. 

Gentlemen:— The Bound Volumes of the Electric Power and Lighting Course were duly- 
received. I have examined them thoroughly, and take this opportunity to express my 
admiration for them. If I could not duplicate them, I would not take $100.00 for my set. The 
books are elegantly bound, and the indexing is the most complete I have ever seen. I 
heartily recommend this Course to any one desiring a thorough electrical education. 

Yours truly, 
Geo. B. Heideman, Chief Engineer Gibson House Co. 
94 



SYNOPSES OF SIBJECTS 



TAUGHT IN THE 



Electric Power and Lighting Course. 



ARITH 

{lis . 
Definitions — Notation and Numeration — 
Addition — Subtraction — Multiplication — 
Division— Cancelation— Fractions: Reduction, 
Addition, Subtraction, Multiplication, and 
Division of Fractions— Decimals: Addition, 
Subtraction, Multiplication, Division, and 
Reduction of Decimals— Percentage— Denomi- 
nate Numbers — Tables of Weights and 



METIG. 

) 

Measures — Miscellaneous Tables — Reduc- 
tion, Addition, Subtraction, Multiplication, 
and Division of Denominate Numbers— Invo- 
lution— Evolution: Square and Cube Roots, 
Roots of Fractions, Other Roots Than Square 
and Cube Roots— Ratio— Proportion: Inverse 
Proportion, Powers and Roots in Proportion, 
Causes and Effects, Compound Proportion. 



GEOMETRICAL DRAWING.* 

{69 Pages, 79 Illustrations, 5 Plates.) 



Instruments and Materials: The Drawing 
Board, Paper, T Squares, Triangles, Com- 
passes, Spacing Dividers, Pencils, Right Line 
or Ruling Pen, Irregular Curves, Protractors 
—Directions for Use and Care of Instruments 
—Inking— Drawing Ink— Sharpening Ruling 
Pens— Directions for Lettering— Simple Geo- 
metrical Constructions — Representation of 



Objects— Lines Used on Drawings— Different 
Views of an Object— Drawing Various Views 
of Simple Objects in Orthographic Projection 
—Directions for Dimensioning Drawings— The 
Conic Section: Ellipse, Parabola, Hyperbola 
—Methods of Laying Out the Intersections 
and Developments of Cylindrical and Conical 
Surfaces— Shade Lines. 



MECHANICAL DRAWING.* 

{Z6 Pages, 15 Illustrations, 7 Plates.) 



Mechanical Details: Single and Double 
Square-Threaded Screws, Single and Double 
V-Threaded Screws, Section of Brass Nipple, 
V-Threaded Screw, Hand Wheel, Crank— Sec- 
tion Lines— Scales— Elevation and Cross-Sec- 
tion of Band wheel — Eccentric and Brake 



Lever: Eccentric and Strap, Brake Lever, 
Representation of a Nut — Elevations of a 
Reversing Lever— Longitudinal Section of a 
5-Inch Globe Valve— Side View and Section of 
Armature— Section and Side View of Dynamo 
Commutator— Tracings— Blueprinting. 



MENSURATION AND USE OF LETTERS IN ALGEBRAIC 
FORMULAS. 

{S3 Pages, 66 Illustrations.) 



Formulas— Lines and Angles — Quadrilat- 
erals: Rules for Calculating Areas and Perime- 
ters of Quadrilaterals— Triangles: Rules for 
Calculating Areas, Perimeters, Etc. of Tri- 
angles—Polygons: Calculating Areas, Perime- 
ters, Etc. of Polygons— Circles: Finding the 
Periphery and Area of Circles; Area of a Seg- 
ment—The Prism and Cylinder: Finding the 



Area of the Convex Surface, Entire Surface, 
and Volume of a Prism or Cylinder— Pyramid 
and Cone: Finding the Area of the Convex 
Surface, Entire Surface, and Volume of a 
Pyramid or Cone — Frustum of Pyramid or 
Cone: Finding the Convex Surface, Entire Sur- 
face, and Volume of a Frustum of a Pyramid 
or Cone— The Sphere and Cylindrical Ring. 



MECHANICS. 

{12i Pages, 87 Illustrations. ) 



Matter and Its Properties: Motion and Ve- 
locity, Force, Center of Gravity, Simple Ma- 
chines, Pulleys, Gear-Wheels, Fixed and 
Movable Pulleys, The Inclined Plane, The 
Screw, Friction, Coefficients of Friction, 
Centrifugal Force, Specific Gravity, Work, 
Belts, Horsepower of Gears— Hydrostatics — 



Pneumatics: Pneumatic Machines, Pumps, 
Air Chambers, Steam Pumps — Strength of 
Materials: Tensile Strength of Materials, Rules 
and Formulas for Tensile Strength, Chains, 
Hemp Ropes, Wire Ropes, Crushing Strength 
of Materials, Transverse Strength of Materials, 
Line Shaftings. 



* It is optional with the student whether he studies these subjects or not. 

95 



SYNOPSES OF SIBJECTS. 



DYNAMOS AND MOTORS. 

(270 Pages, 192 Illustrations.) 



Introduction: Static Charges, Conductors 
and Non-Conductors, Electrodynamics, Cir- 
cuits—Magnetism: Electromagnetism— Elec- 
trical Units: Applications of Ohm's Law, 
Electrical Quantity, Electrical Work— Electro- 
magnetic Induction— Physical Theory of the 
Dynamo: Armature Reactions, Field Magnets, 
Types of Bipolar Field Magnets— Types of 
Dynamos: Constant-Potential Dynamos and 
Generators, Efficiency of Constant-Potential 
Dynamos, Output of Constant-Potential Dy- 
namos—Constant-Current Dynamos: Closed- 
Coil Armatures, Principal Closed-Coil Con- 
stant-Current Dynamos, Open-Coil Armatures, 
Principal Open-Coil Constant-Current Dy- 
namos, Output of Constant-Current Dynamos 
—Alternating-Current Dynamos: Alternators, 

ELECTRIC 

{lU Pages, 110 
Motor Cars and Fittings— Electric Traction 
Systems, Storage-Battery Railways, Electro- 
magnetic Systems, Conduit System, Third- 
Rail System, Overhead System— Rolling Stock: 
Cars, Trucks, Brakes — Car Equipment: Motors, 
Trolley, Controllers, Electric Heaters, Wiring- 
System of Power Supply — Overhead Line 
Construction: Poles, Brackets, Wires, Erection 
of Line, Hangers, Branch Lines, Curves, Wire 
Splicing, Feeders, Calculation of Trolley 
Wires and Feeders — Track Construction: 

ELECTRIC 

{95 Pages, 57 
Electric Lighting in General — Methods of 
Lighting: Electric Illuminating Apparatus- 
Electric Arc Light: Principles, Amount of 
Light, Carbons, Consumption of Carbons, 
Regulation of the Arc— Arc Lamps— Electric 
Lighting by Incandescence — Measurements 
and Calculations— Determination of Candle- 
power: Photometers, Distribution of Light, 
Mean Spherical Candlepower— Candlepower 
of Arc Lamps — General Data for Arc and 
Incandescent Lamps: Commercial Lamps, 
Heating, Illumination by Incandescent Lamps 
—Conductors: Mathiessen's Standard, Weight 
of Copper, Brown & Sharpe Gauge, Circular 
Mil, Temp>erature Coefficient for Copper, Re- 
sistances, Insulated Conductors, Standard 
Conductors, Flexible Cables— Drop of Poten- 
tial and Line Loss: Direct-Current Circuits, 
Energy Loss in Conductors— Electrical Dis- 
tribution — Choice of Method — Systems of 
Distribution— Series Distribution: Methods of 



Multiphase Alternators, Properties of the 
Alternating Current, Transformers— Electric 
Motors: Principles, Constant-Potential Motors, 
Regulation, Connections, Output, Construc- 
tion of Constant-Potential Motors, Constant- 
Current Motors, Single-Phase Alternating- 
Current Motors, Multiphase Motors, Output 
—Installation and Care of Dynamo-Electric 
Machinery: Installing, Testing, and Locating 
■and Remedying Faults, Direct-Current Motors, 
Care of Direct-Current Machinery, Repairs, 
Constant-Current Dynamos, Alternators, 
Alternating-Current Motors, Electrical Ma- 
chinery in General— Switchboards: Switch- 
boards for Arc-Lighting, Direct-Current In- 
candescent-Lighting and Alternating-Current 
Circuits, and for Electric Railroads. 

RAILWAYS. 

Illustrations. ) 

Forms of Rails, Curves, Rail Bonds— Power 
Station: Plan of Installation, Steam Piping, 
Boilers, Engines and Dynamos, Car House 
and Repair Shop, Switchboards, Ammeter 
Shunt— Testing Station: Cable Testing, Testing 
by Ballistic Galvanometer — Alternating Cur- 
rents in Railway Work — Application of Bat- 
teries to Electric Traction— Power Estimates: 
Power Needed for Level Track, Curves, and 
Grades, Slipping on Rails, Maximum Load, 
Power Equipment— Inspection— Logarithms. 

LIGHTING. 

Illustrations. ) 
Regulation, Alternating-Current Series Dis- 
tribution — Parallel Distribution: Loop Sys- 
tems, Tree System, Closet System, Multiple- 
Series System, Three- Wire System, Five- and 
Seven- Wire Systems, Feeder-and-Main System 
— Incandescent Electric Lighting by Alter- 
nating Currents — Central Stations for Electric- 
Lighting Plants: Location and Building of 
Station, Boilers, Engines, Dynamos, Switch- 
boards—Practical Wiring— Interior Wiring: 
Cleat Wiring, Molding Work, Concealed Work 
— Underground Wiring: Wychoff System, 
Dorset System, Open-Box Conduit, Wrought- 
Iron Cement-Lined Pipe, Manholes, Cable 
Grips, Cables, Jointing Cables, Handholes, 
Cable Protectors— Calculations for Incandes- 
cent-Lighting Circuits, Safe Carrying Capac- 
ity of Conductors, Determination of Con- 
ductors, Size of Conductors for Three-Wire 
System, Amount of Copper in Three-Wire 
System. 



95 



LIST OF SLBJECT8 

TAUGHT IN THE 

Electric Lighting Course. 

Arithmetic, Geometrical Drawing, Mechanical Drawings, 

Mensuration, Mechanics, Dynamos and Motors, 

Electric Lighting. 

The Papers in these subjects are the same as those of the same name in 
the Electric Power and Lighting Course, to which the reader is referred for 
Synopses of Subjects. It is optional with the student whether or not he 
studies Geometrical Drawing and Mechanical Draiving. 



Arithmetic, 



LIST OF SIBJECTS 

TAUGHT IN THE 

Electric Railways Course. 

Geometrical Drawing, Mechanical Drawing, 

Mensuration, Mechanics, Dynamos and Motors, 

Electric Railways. 

The Papers in these subjects are the same as those of the same name in 
the Electric Power and Lighting Course, to which the reader is referred for 
Synopses of Subjects. It is optional with the student whether or not he 
studies Geometrical Drawing and Mechanical Drawing. 



Note. — You do not have to complete a Course before being able to apply 
your knowledge. Our subjects are so arranged and the information given is 
so systematic and practical that the student can make immediate use of it in 
his work. Many of our most successful students have not yet completed their 
Courses. You earn while you learn, and the more you learn, the more you 
will earn. 



Principal of the School of Electricity. 




R. B. Williamson, M. E., Principal of 
the School of Electricity, after graduating 
from Cornell University, spent two years 
at electrical construction work. In 1895 
he was chief draftsman for the Canadian 
General Electric Company, and was en- 
gaged in designing dynamos and motors 
for direct and alternating currents. In 
1896 he became instructor in Electrical 
Engineering at Lehigh University. Here 
he had complete charge of the courses in 
dynamo-electric machinery and the design 
of electrical apparatus. He also had charge 
of the work in electric street railways and 
alternating currents. He entered the em- 
ploy of the Schools, July. 1899. 

97 



SYNOPSES OF SUBJECTS.— Continued. 



MOTOR PRINCIPLES. 

Instruction in these Papers is given in the Electric Car Running Course only. 



Part I. 
Electrical Units. 

Voltage. 

The Volt: Analogy, Pump and Dy- 
namo, Application of the Volt. 
Current. 

The Ampere: Analogy, Effect of Cur- 
rent, Application of the Ampere. 
Resistance. 

The Ohm: Analogy, Application of the 
Ohm. 
Ohm's Law. 

Variation of Current With Voltage, 
Variation of Current With Resist- 
ance. 
Tlie Magnet. 

Types of Magnets. 

The Horseshoe Magnet, Bar Magnet, 
Ring Magnet, Closed Magnetic Cir- 
cuit, Multiple Horseshoe Magnet, 
Street-Car Motor Magnet. 
The Electromagnet. 

General Principles, The Spiral or 
Solenoid, The Core, Comparisons 
Between Electromagnets and Per- 
manent Magnets. 

Motors. 

Motor Rotation. 

The Reverse Switch: Thomson-Hous- 
ton Reverse Switch, Reversing the 
Poles of a Magnet— The Commuta- 
tor: Simple Commutator, Self- Exci- 
tation — Motor Connections. 

Heating of Motors. 



Part II. 
Motors and Dynamos. 

Counter Electromotive Force. 

Meaning of C. E. M. F., Generation of 
E. M. F., Distinction Between Dyna- 
mos and Motors, Analogy, Effect of 
C. E. M. F. on Motor Current— Ohmic 
and Spurious Resistance— Speed and 
C. E. M. F. — The Loop and the 
Shunt: Explanation of Shunt, Ex- 
planation of Loop, Motor Field With 
Shunt. 

Handling Motors. 

Throwing Off the Power— Throwing 
From Series to Parallel: Motors in 
Series, Motors in Parallel, Resist- 
ances in Series and Parallel, Resist- 
ance Offered byC. E. M. F., Lessening 
the Shock From Series to Parallel, 
Dropping and Picking Up One 
Motor, Cutting Out Resistance, 
Effect of Quick Handling. 

Induction. 

Three Kinds of Induction: Simple 
Induction, Mutual Induction, Self- 
induction , Self-induction in Straight 
Wires and Spirals— The Lightning 
Arrester: Principles of the Lightning 
Arrester, The Arc in the Air Gap, 
The Magnetic Blow-Out — The In- 
ductive Discharge: Cause of Induct- 
ive Discharge, Precautions Against 
Inductive Discharge, Examples of 
Inductive Effects in Motor Circuits 
—Turning the Dynamo Armature. 



CAR EQUIPMENT. 

Instruction in these Papers is given in the Electric Car Punning Course only. 



Part I. 
Car Appliances. 

The Trolley. 

Parts of Trolley, The Pole, The Fer- 
rule, The Harp, Contact Springs, 
The Wheel. 

Trolley Stands. 

General Description, Simple Trolley 
Stand, The Socket, The Nuttall 
Trolley Stand, The T. H. Trolley 
Stand, The Johnson Trolley Base, 
The Duncan Base, The Anderson 
Base, General Remarks— Frogs: Re- 
lation Between Frog and Trolley — 
Care of Trolley: Directions for 
Mounting and Oiling — The Bridge: 
Relation to Deck and Trolley Stand. 

Trunk Wiring. 

General Explanation, Running Wire 
in Molding, Details Relating to 
Trunk Wiring, Size of Trunk Wiring. 

Canopy Switches. 

General Description, Simple Switch, 
The Westinghouse Switch, The Gen- 
eral-Electric Switch, The Johnson 
Switch, General Remarks. 

Fuse Boxes. 

Use of Fuse Box, Factors Determining 
Dimensions of Fuses, Copper Fuses 
for 30 H. P. Equipment, Copper 
Fuses for 50 H. P. Equipment, De- 
termination of Motor Current, The 



Westinghouse Fuse Box, The Gen- 
eral-Electric Fuse Box, The Walker 
Fuse Box, The Johnson Fuse Box, 
General Remarks, Twisted Fuses, 
Selection of Proper Size of Fuse, 
Substitutes for Fuses, Location of 
Fuse Boxes— Conclusion. 

Part II. 
Tlie Xriglxtning Arrester. 

Types of Lightning Arresters. 

The Garton Arrester: Description, Con- 
nections for Garton Arrester, Re- 
marks, The Discharge— The Ajax 
Lightning Arrester: Description, 
Principle of Ajax Arrester, Remarks 
— The Wurts Non-Arcing Arrester: 
Description, Connections for the 
Wurts Arrester, Remarks— The Gen- 
eral-Electric Arrester: General De- 
scription, Remarks, Earlier Type of 
General-Electric Arrester. 
General Remarks on Lightning 
Arresters. 

Inspection, Installation, Connections 
for Westinghouse Arrester, Connec- 
tions for General-Electric Arrester, 
Connections for Early Type of Gen- 
eral-Electric Arrester, Connections 
for Aj'ax Arrester, Use of Kicking 
Coils, Protection Afforded by Arrest- 
ers—Changed Poles. 



SYNOPSES OF SUBJECTS.— Continued. 



CAR EQUIPMENT.— Continued. 



Resistance Coils. 

General Considerations. 

Reasons for Use of Resistance Coils, 
Running Carson Resistance Notches, 
Effects of Overloading Motors and 
Resistances, Arrangement of Coils 
for Increased Current Capacity— 
General-Electric Resistance Coil— 
Westinghouse Resistance Coil- 
Johnson Resistance Coil. 
Shunts. 

Use of Shunts— The Johnson Shunt — 
The General-Electric Shunt. 

Part III. 
Controllers and TVlring. 

Old Rheostat Control. 

Introductory— Rheostat Method: De- 
scription, The Blow-Out Coil, Re- 
marks, Location of the Rheostat- 
One Motor and One Controller: Con- 
nections, Full Field Control, Mark- 
ing of Terminals, Use of Reverse 
Switch, Remarks, The Loop, The 
Shunt— General Remarks on the Use 
of Shunts: Advantages of Shunts, 
Objections to Shunts, Faults in 
Shunts, Slow-Running Cars, Causes 
of Slow Running, Summars-— Gen- 
eral Remarks on Loops: Distinction 
Between Loop and Shunt — Dis- 
cussion of the Loop: Short Circuits, 
Open Circuits, Summary — Perma- 
nent Loop or Shunt— Troubles- 
Grounds: Grounds at Fuse Box, 
Grounds at Lightning Arrester, 
Grounds at Rheostat, Grounds at 
Field, Bucking. 

Part IY. 
Controllers and TVirlng. 

Old Rheostat Control. 

Grounds, Shifting Brushes, Grounds 
in Armature — First Aid to the 
Cripple: Ground on Fuse Box, 
Ground on Lightning Arrester, 
Ground on Rheostat, Ground on 
Motor Fields, Ground on Reverse 
Switch, Ground on the A — Brush- 
Holder — Field Next to Ground — 
Ground on the Loop Wire— Ground 
on the Shunt— Open Circuits: Trol- 
ley Pole Off the Wire, Trolley Pole 
on Circuit-Breaker, Insulated Trol- 
ley Pole, Break in Main-Trunk Wire, 
Blowing of Main Fuse, Open Contact 
at Rheostat Shoe, Loose or Broken 
Wires, Dusty Rails, Open Circuit at 
Brushes— Dead Rails: Effects of Poor 
Bonding— Open Circuit in the Arma- 
ture—Open Circuit in the Field- 
Open Circuit on a Looped Field- 
Open Circuit on a Shunted Field. 

Part V. 
Old Rheostat Single-Motor Control. 

Wrong Connections. 

Fvise Box— Lightning Arrester— Rheo- 
stat: Rheostat Without Loop or 
Shunt, Rheostat With Loop, Rheo- 
stat With Shunt — Field: Wrong 
Outside Connections, Wrong Inside 
Connections — Reverse Switch — 
Armature. 



Single-Motor Double-End Control. 
General Connections: One Rheostat, 
Two Rheostats and One Motor, Open 
Circuit, Both Rheostats on. 
Old Rheostat Multiple Control. 

One Rheostat and Two Motors, One 
Reverse Switch and No Cut-Out. 
Method of Wiring, Troubles, Field and 
Armature Leads, Grounded Arma- 
ture, Open-Circuited Armature, 
General Remarks, Equipment With 
Loop or Shunt, Trouble in Loop — 
Equipment With Double Reverse 
Switch: Method of Wiring, Troubles 
— Using the Motors as a Brake: 
Picking Up of Dynamo, Conditions 
Required for Generation of E. M. F., 
Relation Between Speed and Resist- 
ance, Two Dynamos in Opposition, 
Braking Action of Motors, General 
Remarks on Braking Action- 
Double Reverse Switch With Shunt 
and Loop: Diagram of Wiring, Open 
Circuits, Grounds— Wrong Connec- 
tions: Wires Interchanged, Shunt 
Terminals Interchanged, Field Ter- 
minals Interchanged, Armature 
Leads Interchanged— Multiple Con- 
trol, Simple Platform Controller: 
Number of Notches, Reverse Switch 
and Controller, The Cut-Out Switch 
—Old Rheostat Series Control: 
Difference Between Series and Mul- 
tiple Control, Path of the Current, 
The Cut-Out Switch, Series Cut-Out 
and Multiple Cut-Out, A Type of 
Series Cut-Out, 

Part VI. 
The General-Electric System. 

The G. E. Motors. 

The G. E. 1,000 Motor: The Frame, The 
Field Coils, The Armature, The 
Commutator, Construction of a Com- 
mutator, The Brush-Holder, The 
Motor Bearings, The Gearing, Effect 
of Changing the Gear Reduction, 
How to Put On a Gear, Gear Troubles 
—The G. E. 52 Motor: Rating of a 
Motor, Horsepower, Electrical and 
Mechanical Units of Power, Losses 
in Motors, Rating of the G. E. 52 
Motor, Motor Frame, Pole Pieces, 
Field Coils, The Armature — The 
G. E. 8U0 Motor: The Frame, The 
Field Coils, The Armature, Gears, 
Bearings, Shimt, Speed. 

Part VII. 
The General-Electric Equipment. 

The General-Electric Controllers. 
Types of G. E. Controllers: Classifica- 
tion, Uses of Controllers— The K2 
Controller: General Description, The 
Interlocking Device, Locking the 
Reverse Handle, The Controller or 
Power Drum, The Notches, The Re- 
verse Drum, The Motor Cut-Out, De- 
tails of Cut-Out Switch, The Con- 
necting Board, Car- Wiring Diagram, 
(K2 Controller), Troubles, Open Cir- 
cuits in Wiring, Open Circuit in a 
Motor. Open Circuit in the Shunt, 
Open Circuit in Armature, Grounds 
—The Kll Controller. 



LafC 



SYNOPSES OF SUBJECTS.— Continued. 



CAR EQUIPMENT.— Continued. 



Part VIII. 
"Westlngliouse Motors. 

The Westinghouse No. 3 Motor. 

How to Handle a No. 3 Motor in the 
Pit, The Bearings, The Armature 
and Commutator, Armature Connec- 
tion, Effect of Going From Four 
Turns to Three Turns per Coil, The 
Field Coil, The No. 3 Brush-Holder, 
The Gearing. 

The Westinghouse 12A Motor. 

General Remarks, The Frame, The 12A 
Armature, The Field, The Brush- 
Holder, Replacing Parts. 

The Westinghouse 28A Controller. 
Description, The Power Drum and 
Finger Board, The 28A Reverse 
Switch, The 28A Cut-Out, 28A In- 
ternal Controller Connections, Gen- 
eral Plan of Controller Connections, 
Notes, The Cut-Out Switches, Re- 
marks, Grounds, The No. 2 Motor, 
The Power Drum and Reverse 
Switch. 

Part IX. 

"Walker Motors and Controllers. 

The Walker Motors. 

The Frame, The Armature, Armature 
Connections, The Brush-Holder, The 
Bearings, The Gearing. 
The Walker Controllers. 

The Power Drum, The Reverse Switch, 
The Cut-Out, Controller Connec- 
tions, Plan of Connections. 

Part X. 
Tlie Johnson Co.'s System. 

The Johnson Motors. 

The Johnson Co.'s No. 20 Motor: The 
Frame, The No. 20 Armature, The 
No. 20 Field Coil, The No. 20 Brush 
Holder, The No. 20 Bearings, The 



No. 20 Gearing— The No. 34 (60- 
Horsepower) Motor: The Frame, 
The No. 34 Armature, The No. 34 
Field Coil, The No. 34 Brush Holder,, 
The No. 34 Bearings, The No. 34 
Gearing. 
The Johnson Controllers. 

The Type 34 Controller, The No. 34 
Power Drum, The No. 34 Combina- 
tion Reverse Switch and Motor Cut- 
Out, The No. 34 Internal Con- 
nections. 
Troubles. 

Grounds, Grounds in That Part of 
the Circuit Controlled by the Cut- 
Out Switch, A Ground on the No. 2 
Motor, Open Circuits. 

Part XI. 
Heat and Llglit. 

Heaters. 

General Remarks— The Johns Heater, 
The Johns Regulating Switch, In- 
structions for Handling the Johns 
Heater Switch, Connections of Johns 
Heater, The Johns Heater Fuse Box 
—The Gold Heater: Panel Heaters, 
Switches, Cylindrical Heaters— The 
American Heater: Types of Heat- 
ers, Switches, Wiring Diagrams — 
The Consolidated Heaters: Types of 
Heaters, The Consolidated Heater 
Switch, Fuse Box. Directions for 
Equipping Side-Seat Cars With or 
Without Risers, To Test the Wiring, 
Rules for Cross-Seat Cars. 

The Lamp Circuit. 

General Remarks— Kinds of Lamps, 
Troubles With Lamps, The Westing- 
house Company's Three-Way Plug 
Switch, Five-Light Lamp Circuit, 
The Lamp Circuit as a Lightning 
Arrester, Diagrams of Light Wiring. 



RAIL>/VAY MANAGEMENT AND DISCIPLINE. 

Instruction in these Papers is given in the Electric Car Running Course only. 
Part I. Part II. 

BailTvay Management. Rules of RallTvay Management. 



Time Required to Complete the Courses. 

The time required to complete a Course depends on natural ability, pre- 
vious education, habits of application, and the time devoted to study. It will 
take a student who can devote two hours a day for six days in the week about 
three years to finish the Electrical Engineering Course, and from one to two 
years to complete any of the other Courses, except Wiring and Bellwork, which 
is a short Course. 

You do not have to complete a Course before being able to apply your 
knowledge. Our subjects are so arranged and the information given is so 
systematic and practical that the student can make immediate use of it in his 
work. Many of our most successful students have not yet completed their 
Courses. You earn while you learn, and the more you learn, the more you 
will earn. 

100 



I 



Sample Page of Instruction Paper. Electric Lighting. 

ELECTRIC LIGHTING. 597 

electro-magnets, which are contained in a suitable case and 
placed above or below the arc. 

The third duty is performed by adjustment screws usually 
attached to the carbon holders, which permit the raising or 
depressing of the carbons at will, even during the passage 
of the current. 



/m (O < rm^ 



THE ARC LAMP. 

2419. An outline of the arc lamp is shown in Fig. 934. 
The positive carbons are a and a^ ; b and b^ are the negative 
carbons; c and c^ are carbon rods for holding the active 
carbons; //"contains the mechanism for keeping the carbon 
points at a constant distance ; / and 
p^ are binding posts for the line 
wire; iii and m^ are chimneys, 
which give added space for the 
travel of g and r^, and k is the ring 
for hanging the lamp. The active 
carbons are fastened in place by 
thumb-screws ^, e^^ e^^ and e^. The 
figure shows two sets of carbons. 
Only one set, however, is in opera- 
tion at one time, the second coming 
into operation as soon as the first is 
burned out. Lamps which burn 
for about eight hours are manu- 
factured with one set of carbons, 
while with two sets they will burn 
about sixteen hours. 

Although many inventions have 
been made upon the apparatus for 
regulating the distance of the car- 
bons, they all follow two general 
methods of design; namely, a system using 




Fig. 934. 

a rack and 

pinion, in which a long rack, carrying the positive carbon, 
engages with a pinion which imparts to it a vertical motion; 
and the clutch system, in which the carbon-rod is held in 
a peculiar way by a device which is usually operated by the 

101 




Sample Page of Question Paper. Dynamos and Motors. 

DYNAMOS AND MOTORS. 1747 

(1149) Fig. 37 shows the connections of a shunt dynamo 
and the direction in which the field 
coils are wound. If the current flows 
in the direction indicated by the small 
arrowheads, which of the two pole 
pieces, P or P\ is the north pole? Sup- 
pose that the winding of the right-hand 
coil were reversed, which pole piece 
would then be the north pole? 

(1150) Define a ring winding and a drum winding, and 
point out the difference between the two. 

(1151) The input to a dynamo is 10 horsepower and its 
output is 6,341 watts. What is its efficiency at this load? 

Ans. 85^. 

(1152) Fig. 38 represents a cross-sectional view of a uni- 
form magnetic field. The dots represent an end view of the 
lines of force, their direction being downwards, piercing the 
paper; or, in other words, the observer is looking along the 
lines of force towards the face of a south pole: c represents 



Fig. 37 



-ja 



■■■■'■■'■■ W- 



'm 



hV 



R 



^AAAA/V^A^AAAA/V 

Fig. 38. 

a moving conductor placed in the magnetic field with its 
length at right angles to the direction of the lines of force; 
its two ends are connected to an external circuit consisting 
of the resistance R. If the conductor is moving upwards 
across the magnetic field in the direction as shown by the 
large arrows, in which direction will the current tend to flow 
in the circuit ? 

102 



THE REAL OPPORTINITY IN ELECTRICITY. 



Eight Times as Many Operators Needed. 

Electrical industries require two classes of competent men, constructors 
and operators; as a matter of fact, many more operators are required than 
constructors. As it is, practically all the educated electricians are construc- 
tion men; this is as if everybody ambitious to become a steam railroad man 
had been taught how to survey the roadbed, lay the rails, and erect the 
stations, and nobody had learned how to run a locomotive. The real oppor- 
tunities in the electrical field now, are for operators who will qualify as 
motor engineers. The high waged steam engineer on the fast express today, 
is destined to be supplanted by the higher waged motor engineer on the faster 
electric train tomorrow. There are any number of positions open to com- 
petent operators: in mills, elevators, factories, and mines; in automobile 
works; in the government service; in the army; aboard vessels in the navy. 
Electric railways alone require over half the supply, to superintend traflQc, 
operate cars, and keep their machinery in running order. 13,260,000,000 
does not fully represent the vast capital at present invested in electrical in- 
dustries. Conservative estimates state that in a few years eight times as many 
operators will be required in electrical work as today. Men who will now 
study and qualify as motor engineers, are certain of rapid promotion, because 
expert operators are scarce. 



iiiiiiiiii iiiiiilf 






A Modern Electric Street Car— Underground Conduit System. 

We Can Make You a Motor Engineer. 

For operators and those who wish to become operators of electromotive 
machinery, we now offer the Electric Car Eunning Course. It is the most 
practical and complete Course on the operation and maintenance of electric 
cars and motors ever offered anywhere. It makes the student familiar with 
the construction and working principles of the best types of electromotive 
apparatus, and is kept thoroughly up to date. It will give a man a practical, 
not a theoretical knowledge, of motors and their connections. It contains no 
mathematics. Instruction begins with clearexplanations of what the electric 
current is, and how it turns the armature and makes the motor go. Every 
principle is presented simply, interestingly, and completely. Many illustra- 
tions are used, some of them being reproductions from actual photographs. 
It enables the student to inspect his motor properly, operate it economically 
and intelligently, keep it in good repair, and meet emergencies in cases of 
accidents. Operating lessons are given with every piece of construction 
explained. The student who finishes this Course could direct the equipment 
of a complete modern car, and operate it safely under all conditions of weather 
and traffic. Our Scholarship Certificate for this Course is a guarantee to the 
student to give him full and careful instruction in the principles, operation, 
and care of electric motors, until he graduates and receives his Diploma. 



THE MAKING OF AN ELECTRIC RAILWAY MAN. 

Advancement for Motormen and Conductors. 

Every electric railway operator should have a general knowledge of the 
different parts of the car equipment, and the manner in which they are 
connected. If he has this knowledge, in case of a breakdown several miles 

from the shop, he can make his 
own repairs; or, if the accident 
be serious, make temporary re- 
pairs sufficient to enable the car 
to run itself back to the shop. 
In this way, he can save the time 
of a wrecking crew, as well as 
the inconvenience of blocking 
the line, and a black mark against 
his record. We show our student 
how to do just the proper thing 
in case of accident. 

On all roads, the most im- 
portant thing for a crew to learn 
is how to run a car on schedule 
time, using as little power as pos- 
sible. Some men can run a car 
with very little power, while 
others use nearly twice as much 
to go over the same distance, 
and then handle the controller 
in such a jerky manner as to rack 
the car and make the passengers 
complain. If a complaint is reg- 
istered, the operator alone has 
to suffer. We teach our students 
how to operate a car smoothly, 
with the least expenditure of 
power. 

Through the Electric Car 
Running Course, railway oper- 
ators can make their present 
positions secure, and prepare to accept any of the constantly increasing oppor- 
tunities in motor engineering. Almost all of the best positions on the road 
are filled by men that work themselves up from the ranks. 




Correct Position— Power On. 



Technical Knowledge a Necessity for Inspectors. 

Next to the traffic manager, in public importance, is the road inspector of 
cars. It is his duty to keep the cars under his expert surveillance, and see 
that they are run with safety and comfort to the passengers and with economy 
to the company. The inspector should be a man whose general knowledge and 
long experience give him a vantage ground over the men who operate the 
cars. He must be able to give the motormen under him simple and clear 
answers to any of the questions that a wide-awake operator is liable to ask him. 

The Electric Car Running Course will make any car inspector an expert 
instructor in car equipment and operation. Previous to the establishment of 
this Course, car inspectors who wanted a technical education were obliged to 
obtain leave of absence from duty and go to some regular day or night school. 
But, by the International system, they can obtain the desired knowledge 
conveniently, at small cost, without loss of time, and without interfering with 
regular work. All classes of roadmen will be benefited by the Electric Car 
Running Course, because it is plain and practical and tells them just what 
they want to know. 



CAR BARN ELECTRICIANS. 



Barnmen Can Become Pitmen. 

In every car barn is a controllerman, whose duty it is to test repaired cars 
before turning them over to the operating department. He must be able to 
detect any flaws in the car's mechanism, so that the motorman who "takes 
her out" will have no occasion to " turn her in " on the return trip, because 
"the trolley won't stay on," or "the brakes are bad," or "the controller 
bm-ns on the third notch," or "the controller jumps on the second notch," or 
"she bucks," or "she blows fuses," or "she's got a bent axle," or "aflat 
wheel, " or " a hot journal-box, " or " a hot resistance, ' ' or any one of a hundred 
other things that a man won't notice unless he knows all of his own business, 
and in fact the pitman's too. 

The controllerman and repairman are both in line for the pitman's job, 
which as a rule pays more, besides making them eligible for the position of 
foreman of the shop. In a car house, the more a man knows the quicker will 
his rise be; the knowing man being always the one selected to take the place 
of one who is sick or off. We teach car barn electricians just those things that 
will fortify their present positions and make their advancement certain. 

The Pitman's Chance. 

The pitman who by his practical experience in the car barn has familiar- 
ized himself with certain types of machinery — say G. E. Motors and 
Peckham Trucks — can in our Course become so well acquainted with any 
sort of motors, and any kind of 
trucks, that he can jump right 
in and take hold of them as if he 
had worked on them for years. 
We do not tell practical men how 
things might be done, or how 
they should be done; we tell 
them how they are done. 

A man who has worked any 
length of time in the pit has 
acquired an experience with a 
few types of machinery. This 
experience, if combined with the 
education in all types that Me 
give him in the Electric Car Run- 
ning Course, will increase his effi- 
ciency tenfold. If he can acquire 
a thorough knowledge of all the 
modern appliances and machines 
used in electrictraction work, and 
then demonstrate his increased 
eflSciency to those over him, he 
is reasonably sure of a fine posi- 
tion as shop foreman, master 
mechanic, or superintendent. 

Our Course represents the 
united experiences of the best 
men in this business. It is made 
up of tried and proven facts, 
boiled down, put into every-day 
language, freely illustrated, and 
presented to the student in one 

orderly, systematic, step-by-step Course of instruction, that contains more ex- 
perience than one man could get in a lifetime. Our instructions on the practical 
applications of a single scientific truth may save months of experimenting, and 
give just so much more time to learn the experience of other men. 

105 




Incorrect Fosition— power on. 



I 



MOTOR ENGINEERS. 

Drivers of Automobiles and Electric Launches. 

The driver, steam engineer, or marine engineer who would keep 
abreast of the times must now be also a motor engineer^ The horse is fast 
giving way to the electromobile; the electric launch is driving out other types 
of lake, river, and harbor craft; and it is not improbable that in another ten 
years our steam railroads will be operated by electricity. Public electromobile 
service is now an established institution in New York, Chicago, Boston, and 
in many smaller cities. The recent substitution of the trolley wire for the tow- 
path along several of our most important canals is but an indication of what 
electricity is destined to accomplish. The motor expert earns more than his 
predecessors, and is certain of rapid advancement. Any one having the 
proper knowledge can qualify as a motor expert. The profession is one into 
which many men in other walks of life would do well to look and advance. 
Since it would be a menace to public safety to entrust such an invisible and 
powerful force as electricity into ignorant hands, laws and statutes now 
require that operators of electric wagons, trucks, and carriages in crowded cities 
be licensed. We qualify our students as expert operators, and enable them to 
pass any examinations for license that may be required of them. 




MADE HIS OWN AUTOMOBILE. 

The handsome automobile 
here illustrated was designed 
and constructed by Mr. L. E. 
Warner, of Northampton, Mass., 
a student in the Schools. Sev- 
eral of our students have applied 
the knowledge gained from their 
Courses to design in this new 
and interesting branch of work. 

Mr. Warner writes us briefly, 
as follows: "I took an Elec- 
trical Course, and from the 
knowledge obtained I have been 
able to construct a perfect auto- 
mobile carriage. I am twenty- 
two years of age, and am running 
my own works. ' ' 



Operators of Stationary Motors. 

Men who have charge of stationary motors need practically the same kind 
of knowledge as operators of electric vehicles. 

Almost any one can handle a motor controller after a fashion, but to do so 
without a proper understanding of the motor and its connections is like a boy 
playing with a loaded gun. At a critical moment the apparatus is liable to 
jump, or burn on a notch, or "buck," or develop one of many other possible 
faults, by no means alarming to a competent operator who knows how to 
remedy the trouble, but often a terrible thing when beyond the control of a 
man who does not know what is the matter. In no other line of work is 
technical knowledge of more use and value. 

The Electric Car Running Course enables the student to operate safely 
and successfully any electric motor, whether on board a battleship, in a man- 
ufacturing plant, in a mine, under a hoisting elevator, in an electric locomo- 
tive, or connected to a traveling crane in a steel foundry or rolling mill. This 
knowledge guarantees any wide-awake man good pay and a responsible 
position. Motor operators and steam engineers of all classes can add to their 
eflficiency and earning power by becoming motor engineers. 

106 



Sample Page of Instruction Paper. Car Equipment. 

§8 CAR EQUIPMENT. 41 

G. E. 52 armature, and shows clearly the arrangement of the 
parts. This armature is generally wound with 4 turns per 
coil of No. 10 B. & S. , making a total of 348 turns. 

38. Brusli Holder.— Fig. 26 shows the G. E. 52 brush 
holder, which is about the same as that of the G, E. 1000, 




Fig. 26. 

and it goes through the same course of treatment in its 
manufacture. Each holder takes two brushes 2^ in. x 1^ in. 
X |- in. , and they are of the radial type. 

39. Gears. — The standard gear for the G. E. 52 motor 
has 67 teeth and the pinion 14 teeth, making a gear 




Fig. 27 



reduction of ^ = 4.78 to 1. Fig. 27 shows the G. E. 52 
motor mounted on the axle. The holes a, a receive 



Sample Page of Question Paper. Motor Principles. 
§ 2 MOTOR PRINCIPLES. 3 

(31) {a) When are lamps in series ? {/?) When are they 
in multiple ? 

(32) {a) What is simple induction ? (d) What is 
mutual induction ? 

(33) Give a general idea of induction. 

(3^) What is the difference between a shunt and a loop ? 

(35) If two motors in series take 15 amperes of current, 
approximately, how much will two motors in multiple take ? 

(36) (a) When are two motors said to be in parallel ? 
[b] Give a sketch showing two motors in parallel. 

(37) {a) What is ohmic resistance ? (d) On what does it 
depend ? 

(38) "'What is the effect of turning the drum of a controller 
too rapidly ? 

(39) On what does the voltage generated in a moving 
wire depend ? 

(40) Why does a steam engine do work in turning a 
dynamo armature ? 

(-11) Give a rough sketch showing two motors in series. 

(42) Give two combinations used in going from series to 
parallel. 

(43) How does the cutting out of resistance affect the 
speed ? 

(44) What is a loop ? 

(45) Tell what you can of the experiment connected with 
Fig. 2. 

(46) Why should the controller be given time on notches ? 

(47) What takes the place of ohmic resistance cut out by 
the controller ? 

(48) Why does a controller flash badly when quickly 
thrown on and off ? 

108 



TELEPHONY. 




The Growth of Telephony. 

In 1876, public interest was aroused to fever heat by the production of the 
electrical speaking telephone. But while inventors were occupied in perfecting 
the wonderful little instrument, the American Bell Telephone Company- 
obtained control of the fundamental patent covering the entire art of trans- 
mitting speech by electricity, purchased all meritorious telephonic inventions, 
and developed practically all that is known of the art of telephony. In 1894, 
however, owing to the expiration of the fundamental patent, what are known 
as the independent telephone companies sprang into existence. As a result, 
large manufacturing plants have been established, furnishing telephonic 
appliances for thousands of independent systems. Both the Bell and the 
independent systems are continually increasing, and their further growth 
is hampered only by the lack of competent telephone men. 

Prominent Engineers Endorse Our Course. 

Although I graduated valedictorian, in 1874, from the Chandler 
Scientific Department of Dartmouth College, yet, when I entered the 
employ of the Northwestern Telephone Exchange Co. here, I took up 
your Telephony Course. Experience had taught me that a general edu- 
cation is of little value unless with it a man has technical knowledge of 
some particular branch of industry. Mr. C. P. Wainman, the general 
manager of this company, has reviewed several of your Instruction 
Papers and commends them highly; his knowledge that I am receiving 
your instruction has been the means of retaining me in employment. 
I unhesitatingly endorse your system. 

Chas. O. Huntress, 1706 Fourth Ave., 3finneapolis, Minn. 

The Schools' Course in Telephony. 

The scarcity of reliable information on the art of telephony was due largely 
to the business policy of the Bell Telephone Company. The International 
Correspondence Schools, realizing the demand for a course of instruction in 
this subject, and having an unusual opportunity to secure information not 
ordinarily available, prepared a Course in Telephony, which stands today as the 
most complete and reliable exposition in existence of the principles of tele- 
phony, and their practical application in the construction of instruments, 
installation of systems, and the operation of telephone exchanges. It includes 
instruction in Arithmetic, Mensuration, Elementary Algebra and Trigonometric 
Functions, Elementary Mechanics, Principles of Electricity and Magnetism, Electrical 
Measurements, Batteries, and Telephony. (For Synopses, see pages 38, 40, 41, 46, 
47, 56-59. ) While the Course gives the student sound theoretical instruction, 
the greatest attention is paid to practical and commercial considerations, 
without which purely theoretical knowledge is of little use. 

Advanced to Chief Engineer. 

It is difficult for me to find words to express my appreciation of the 
great benefits I have derived from my Course in Electric Power and 
Lighting. It is due entirely to your thorough method of teaching that I 
was able, at the age of 21, to advance from a position as machinist and 
designer to my present position of chief engineer of the Charleston Con- 
solidated Electric-Railway Power House. I have also been enabled to 
design and patent a pressure-brush regulator for electric generators and 
make all my drawings for the patent ofl&ce. I am confident that any 
young man can qualify himself for a good position through your excel- 
lent Courses and thorough system of instruction. 

J. 0. MoissoN, 11 Horlbeck Street, Charleston, S. C. 
109 




EMPLOYES OF TELEPHONE SYSTEMS. 




The Demand for Competent Telephonists. 

The great popularity of the telephone, and the steadily decreasing cost of 
instruments and appliances, make it possible to conduct "exchanges," with 
profit to the promoters, not alone in cities, but also in small towns. This 
condition is resulting in the incorporation and growth of independent tele- 
phone companies in all parts of the country, but especially in the middle West 
and South. Large ofiice buildings and manufactories are rapidly being 
equipped with private telephone systems. Many cities have already adopted 
the police telegraph and telephone system. The steady increase in the 
number of private "phones" merely foreshadows the time when all modern 
city houses will be in telephonic communication with one another, and, 
through long-distance lines, with all important cities throughout the country. 
The field of telephony is great and growing; thousands of systems are needed; 
capital is ready; the only drawback is the lack of competent telephonists. 

Secured Position as Telephone Inspector. 

I recommend, with great pleasure, The International Correspond- 
ence Schools as a medium of obtaining an up-to-date technical education. 
I have been employed In the telephone and electric-light business for 
years, and now, through the aid of the Schools, I have secured a position 
as inspector of one of the exchanges of the New York and New Jersey 
Telephone Company. I find the educational benefits derived from your 
Telephony Course of very great service to me in my work. As a reliable 
source of information pertaining to any part of the electrical business, 
the Instruction Papers of the Schools are unsurpassed, and are alone 
well worth the price of the Course. 

A. W. Zacharias, 216 Gh-een Avenue, Brooklyn, N. Y. 

Telephone Employes Qualified to Install and Manage Exchanges. 

It is apparent, to any practical telephone man, that the best opportunities 
come to him who is qualified to do independent work. With such information 
as we furnish, there is no good reason why any telephone man, lineman, 
wireman, switchboard man, inspector, or repairman cannot qualify to install 
and manage "exchanges," and fill one of the many fine positions waiting for 
competent telephone men. His daily experience has equipped him with a 
valuable amount of practical knowledge, but that is but half the education 
required for advancement to the highest salaried positions. Our Course fur- 
nishes the missing half — by far the most important portion of the telephonist's 
qualifications for success. We teach him the scientific principles underlying 
his work, and their practical application in the construction and operation of 
telephone instruments, switchboards, overhead and underground lines, and 
the successful conduct of modern "exchanges." 

Responsible Position Before He Finished Study. 

Sometime about the beginning of May, 1898, I became interested 
in the Telephony Course of The International Correspondence Schools, 
of Scranton, Pa. A little while later I enrolled and commenced study- 
ing during spare, odd moments. I wish here to say that, before I had 
finished the instruction in Batteries, the Schools helped me to obtain 
the position I now occupy, that of assistant electrician for the American 
Bell Telephone Company, at Goshen, Indiana. The only recommenda- 
tions I carried were the Schools' records of my progress in the Course, 
as far as I had gone. On the strength of these I was hired. My tech- 
nical training has been conducted by mail entirely. 

W. H. Fox, Goshen, Ind. 
110 




FACTORY ELECTRICIANS AND DESIGNERS. 




Electricians Can Become Designers. 

The development of telephony has been so rapid that apparatus once 
considered standard is now out of date, and new applications of the telephone, 
of almost weekly discovery, keep electrical designers busy in supplying the 
various forms of apparatus required by progress and invention. Competent 
designers are rare in all branches of electrical engineering, but this is especially 
true in telephony. Xo man, however extended his shop experience, should 
attempt to carry on original investigation, or design new apparatus, without 
a thorough knowledge of the principles underlying his work. Purely experi- 
mental methods are too slow and expensive to be at all satisfactory. Here, 
then, is the opportunity of the telephone-factory electrician. His work makes 
him familiar with the practical construction of telephonic instruments and 
switchboards. Our Course provides him with the technical education necessary 
to become a telephone designer. 

Lineman Promoted to Managership. 

Permit me to add my testimony as to the value of the system of 
education practiced by The International Correspondence Schools. 
After teaching- school for nine years I commenced working as lineman 
for the Cumberland Telephone and Telegraph Company. Your admi- 
rable instruction has enabled me to rise in a few months from my former 
position as lineman to my present one as manager of the Oakland City 
oflBce for the Company, for whom I have continued to work. I will also 
state that the education obtained has more than doubled my earning 
capacity, and has made me capable of handling, any branch of tele- 
phone service. I heartily recommend your Telephony Course to all 
engaged in telephone work. Waerick Yeagek, Oakland City, Incl. 

Designers and Inventors. 

The terms "designer" and "inventor" are almost synonymous. From 
the nature of his work, the designer of new apparatus must either be an 
inventor himself, or an improver of the more or less practical inventions of 
others. Our Instruction Papers are of especial value to both these classes, as 
they deal more fully with the exact details of construction than any other 
work on telephony in print. The principles of operation of every working 
detail are shown in superior illustrations, original with the Schools, and the 
most modern developments in telephony receive careful consideration. No 
designer or inventor could have a better preparation for original research and 
successful invention, in connection with instruments and switchboards, than 
the knowledge of mathematics, mechanics, principles of electricity, magnetism, 
and modern telephony acquired through our instruction. Properly qualified 
designers are certain of lucrative positions. 

Repairman to Foreman, With 140 Per Cent. Raise in Salary. 

It is a pleasure to me to tell what I think of The International 
Correspondence Schools and the great benefits that have recently 
resulted from my Course in Telephony. Neither the Schools nor their 
system of education can be praised too much. I have not yet completed 
the Course, but as the result of study so far. I am now foreman of the 
Brownwood Telephone Exchange. Less than a year ago, on beginning 
the Course, I was simply a repairman, getting the usual low wages. 
When promotion came, the company gave me one hundred and forty 
per cent, increase in salary. When I finish my Course, I can see pros- 
perity and further advancement ahead. 

Henry BENHAii, Broimwood, Texas. 
Ill 




MANAGERS AND ELECTRICAL ENGINEERS. 




The Manager Must Keep Up to Date. 

The telephone manager may apply in his work the knowledge acquired 
through experience and faithful service as a telephone employe; he may have 
good business ability; but, if he lacks a thorough understanding of the tech- 
nics of telephony, or allows himself to fall "behind the times," he will fail to 
give satisfaction, and his place will be filled by some ambitious telephone man 
who has a knowledge of modern telephony acquired through our Course. 

To satisfactorily fill his position, or to qualify for a position as district 
manager of ''exchanges," the manager must be thoroughly familiar with 
every branch of the service: first, that he may intelligently direct his force 
of employes; second, that he may render such satisfactory service to the 
patrons of his "exchange" that the business will steadily increase; and 
third, that he may manage the entire system with such efficiency and 
economy that it will yield a steady revenue on the capital invested. 

Manager of a Company Greatly Benefited. 

I cannot say enough in praise of the Schools for what they have 
done for me. The Course has been full of pleasant surprises to me, as I 
found it far better than I expected from the description in the Circular 
of Information, For the benefit of my skeptical friends, I would say that 
they can not only learn a great many new things from the Schools, but 
they will also find out how little they really know regarding matters on 
which they think themselves well informed. The knowledge obtained 
through the Course has been of great practical benefit to me in my 
position as manager of the Painsville Telephone Co. I heartily recom- 
mend the Schools to every one ambitious to succeed. 

E. T. Geauel, Mgr. Painsville Tel. Co., Painsville, Ohio. 

An Attractive Specialty for Electrical Engineers. 

Up to within a very few years ago, little attention was paid to telephony 
in even the best technical universities, and in none of them has it yet been 
made a special course, being included in the regular electrical engineering 
instruction. Electrical engineers who were graduated eight or ten years ago 
can acquire, through our instruction, a practical grasp of this most important 
specialty, and recent graduates, who wish to fully quahfy as expert telepho- 
nists, will find in our Instruction Papers the meat of their college lectures, 
together with many practical points not given in the ordinary college instruc- 
tion in this subject. The increasing use of the telephone, and the consequent 
multiplicity of both Bell and independent '' exchanges," is daily creating fine 
positions for electrical engineers who have made a special study of telephony. 
It is a new and uncrowded field, and the men who prepare now for future 
opportunities will be the ones to fill the most desirable positions. 

Is an Electrical Engineer. 

I would advise any person who can spare a little time each day for 
study to enroll in The International Correspondence Schools, as he can 
do no better service to himself and others. I can honestly recommend 
the system of instruction adopted by the Schools, as I have been very 
much benefited by it, and others whom I have helped to enroll have also 
derived great benefits. The Electrical Engineering Course, for which I 
enrolled, has increased my capacity as an electrical engineer, and made 
me better qualified for the position I now hold as chief electrician for 
the S. D. Warren Company, the largest paper plant in the country. 

Wm. B. Bbagdon, 
Care of S. D. Warren & Co., Cumberland Mills, Westbrook, Me. 

112 




BOUND VOLIMES. 

Realizing the great value of the Instruction and Question Papers to those 
that have studied them, and the desirability of preserving them for future 
reference, the Schools have reprinted them on special paper, and bound them 
into handsome half-leather volumes. They are now furnished to the student 
by The Colliery Engineer Company as soon as he enrolls, if he pays for his 
scholarship in cash, or as soon as he has made the second installment pay- 
ment on his Course. As long as he lives up to his Contract they cannot 
be taken from him. These Bound Volumes form a duplicate set of the 
Instruction and Question Papers sent to the student for study during his 
Course, and are supplied in addition to them. Beginning with the first prin- 
ciples of arithmetic, and leading through the entire theory of the profession 
on w^hich they treat, they constitute an unequaled reference library. They 
occupy little space, and contain the whole Course in permanent form. All 
the tried and proven facts, formulas, and processes are here illustrated and 
presented in one orderly, systematic whole. They are so arranged that one 
can find the paragraph treating on any subject in an instant. Being durably 
bound in half leather and printed on tough, superior paper, they are peculiarly- 
fitted to withstand frequent usage. 




Bound Volumes of Telephony Course. 

Descriptions of their contents follow: 

Volume I contains the Instruction and Question Papers on ArithmetiCy 
Formulas and Mensuration, Elementary Algebra and Trigonometric Functions, 
Elementary Mechanics, Principles of Electricity and Magnetism, Electrical Measure- 
ments, and Batteries. Our instruction in Arithmetic begins with the definitions of 
notation and numeration, and throughout is clear and complete. No pains 
have been spared to make it unrivaled for simplicity and every-day usefulness. 
The examples do not relate to tops, marbles, etc., but to calculations liable to 
occur in telephone work. The student therefore learns what will be of im- 
mediate use to him. Formulas and Mensuration teaches many short methods 
for solving ordinary problems, and the simplest ways for estimating and calcu- 
lating quantities. In Elementary Algebra and Trigonometric Functions, such 
instruction is given as will enable the student to readily work out any of the 
formulas that he may be called upon to use in telephone practice. Elementary 
Mechanics treats of the fundamental laws of matter and motion; upon these 
laws the phenomena of electricity and magnetism depend. The studant that 
understands the instruction thus far outlined will have no difficulty in master- 
ing the rest of the Course. Our instruction in the Principles of Electricity and 

113 



BOIND VOLIMES. 




Volume III. 



Magnetism is intended to teach the student how these forces act, and how they 
may best be harnessed and made to do useful work. In order that the lessons 
may be better understood and remembered, directions are given for making 
simple experiments with ordinary materials, such as are handy to any one; 
every important operation is fully illustrated. This is one of the most inter- 
esting and valuable divisions of instruction in the Course. The lessons in 
Electrical Measurements show how to measure electric currents, resistances, and 
electromotive forces, paying special attention to such measurements and tests 
as relate to practical work. All the standard types of measuring 
apparatus are illustrated, and their workings explained in detail. 
In Batteries instruction is first given in the fundamental prin- 
ciples of chemistry and electrochemistry, upon which the 
reaction of an electric cell depends. The"^ construction of the 
various kinds of batteries are then described, and the particular 
uses for which each type is fitted are impartially shown. The 
construction, uses, and maintenance of storage batteries, and 
the remedying of faults in batteries and battery connections, 
are fully treated. 

Volume II contains the Instruction and Question Papers on 
Telephony. These lessons are divided into four sections, and are 
freely illustrated. Instruction begins with acoustics, the stu- 
dent first learning what sound is, and how it is transmitted. 
The principles of all telephone apparatus are then set forth, and 
the applications of electricity to telephony explained. The 
history and development of the Bell patents and the different 
commercial types of telephones since'in vented are then taken 
up, together with the special apparatus belonging to each; the 
student is carefully and thoroughly instructed in the construc- 
tion, operation, and maintenance of each system. A special section is devoted 
to switchboards; here everything is made plain to the student by carefully 
drawn diagrams. Common battery systems, auxiliary exchange apparatus, 
party lines, and house systems requiring no " Central" operator are fully dis- 
cussed. This instruction is followed by a complete series of lessons on line 
construction, testing, and locating and remedying faults in telephone systems. 
The subject of telephone engineering proper is en- 
tirely covered in a simple comprehensive and reliable 
manner, to meet the requirements of employes of 
either the Bell or the independent companies. Begin- 
ning at the beginning, the student is led from the 
simple installation of a private line through the con- 
struction and care of the great, modern, multiple 
switchboards, involving miles upon miles of wire, and 
hundreds of thousands of joints. Throughout this 
Course, close attention has been given to knowledge 
that is practical and commercially valuable, without 
which merely theoretical knowledge is of little use. 
The instructions are such as will enable the student 
that follows them to make estimates for, and superin- 
tend the construction of, any telephone system. 

Volume III contains the Tables and Formulas given 
in the regular Instruction Papers. They are here col- 
lected and defined, so that after finishing his Course, 
the student can use this small volume as a handy 
work of reference in the shop or ofl&ce. 

Volume IV contains the Answers to Questions. This is a key to all the 
problems in the Telephony Course. It is illustrated wherever pictures or dia- 
grams are desirable. Though not intended to be used without thought and 
judgment, it will, as a book of reference, save the earnest student, as well as 
the practical worker in telephony, much valuable time. 

lit 




Volume IV. 



SYNOPSES OF SIBJECTS 

Taught in the School of Telephony. 



PREPARATORY DIVISION. 



ARITHMETIC. 



Paht 1. (50 Pages.) 
[Notation and iNTumeration. 
Addition. 
Subtraction. 
Multiplication. 
Division. 
Fractions. 
Decimals. 



Part 2. (58 Pages.) 
Percentage. 
Denominate Numbers. 
Measures. 
Involution. 
Evolution. 
Ratio. 
Proportion. 



INTERMEDIATE DIVISION. 



FORMULAS AND MENSURATION. 

The Triangle. 

Polygons. 

The Circle. 

The Prism and Cylinder. 

The Pyramid and Cone. 



Formulas. 

Definition, Symbols Used, Omission of 
Multiplication Sign, Use of Paren- 
thesis, Brackets, Brace, and Vin- 
culum, Application of Formulas. 
Mensuration . 

Lines and Angles. 
Quadrilaterals. 



The Frustum of a Pyramid or Cone. 
The Sphere and Cylindrical Ring. 



ELEMENTARY ALGEBRA AND TRIGONOMETRIC FUNCTIONS. 



Use of Algebra. 

Use of Letters. 

Notation. 

Reading Algebraic Expressions. 

Positive and Negative Quantities. 

Addition and Subtraction. 

Symbols of Aggregation. 

Multiplication. 

Division. 



Factoring. 
Fractions. 

Multiplication of Fractions. 
Theory of Exponents. 
Equations. 
Trigonometric Functions. 
Definitions. 
Trigonometric Tables. 
Solution of Triangles. 



ADVANCED DIVISION. 

ELEMENTARY MECHANICS. 



Matter and Its Properties. 
Motion and Rest. 

. Velocity. 
Force. 

Three Laws of Motion. 

Composition of Forces. 

Resolution of Forces. 
Dynamics. 

Gravitation. 

Falling Bodies. 

Projectiles. 



Centrifugal Force. 
Statics. 

Moments of Forces. 

Center of Gravity. 

Equilibrium. 

Simple Machines. 

Inclined Plane. 

Friction. 

Efficiency. 

Work and Energy. 

Density and Specific Gravity. 



TECHNICAL DIVISION. 



PRINCIPLES OF ELECTRICITY AND MAGNETISM. 



Introductory. 
Electrostatics . 

Production of Static Electricity. 

The Electric Series — Electrostatic 
Instruments— Conductors and Insu- 
lators: Electrical Resistance, Con- 
ductivity. 
Electrostatic Induction. 
Electrodynamics . 

Potential and Current. 
Circuits. 

Electrical Units. 

Ohm's Law Applied to Closed Circuits. 
Ohm's Law Applied to Derived Circuits. 
Magnetizing Force and Magnetic 
Density. 



Lifting Magnets. 
Magnetism. 

Natural Magnets. 
Artificial Magnets. 
Magnetic Lines of Force. 

Number of Magnetic Lines per Unit 

Pole, Unit Density of Magnetism. 

Relation Between Electrical and 

Magnetic Units. 
Electromagnetism. 
Electrical Apparatus. 
Electromagnetic Reaction. 
The Electromagnet. 
Magnets for Attraction. 
Electromagnetic Induction. 



115 



SYNOPSES OF SIBJECTS. 



ELECTRICAL MEASUREMENTS. 



Electromagnetic Measurements. 

Theory of the Galvanometer. 
Galvanometer Shunts. 
Precision in Measurements. 
Electrocliemical Measurements. 

Measurement of Potential. 
Measurement of Resistance. 
Temperature Coefficient. 



Insulation. 

Electrical Apparatus. 
Suggestions for Experiments. 
Practical Measurements. 

Instruments. 

Switchboard Instruments. 
Measurements With Commercial 
struments. 



In- 



BATTERIES. 



T)eflnitions. 

Principles of Chemistry. 

Electrochemistry. 

Polarization and Depolarization. 
Cells. 

Classification. 

Cells With a Non-Polarizing Electro- 
lyte. 

Cells With a Depolarizing Electro- 
lyte. 

Cells With a Liquid Depolarizer. 



Cells With a Solid Depolarizer. 

Cells in Which an Elementary Sub- 
stance Is Applied to the Cathode as 
A Depolarizer. 

Dry Batteries. 

The Application of Primary Batteries. 
Accumulators. 

Lead Accumulators. 

Bimetallic Accumulators. 

Uses of Accumulators. 

Installation of Accumulators. 



TELEPHONY. 



Part 1. 
Acoustics. 

Sound. 

Wave Motion, Articulate Speech. 
Principles of Telepliony. 

Early Experiments, Bell's Instru- 
ments. 
The Magneto Telephone. 

Telephone Transmitter, Telephone Re- 
ceiver, Mutual Action of Two Instru- 
ments. 
Battery Transmitters 

Gray's Water Transmitter, Berliner's 
Transmitter, Edison's Carbon Trans- 
mitter, Hughes' Discoveries, Hun- 
ning's Transmitter, Theory of 
Microphone Transmitter, The In- 
duction Coil in Telephony. 
Electrical Conditions Affecting 
Telephonic Transmission. 

Diflaculties Preventing Perfect Trans- 
mission. 
Alternating Currents. 

Electrical Waves, Self-induction, 
Electrostatic Capacity, Distortion of 
Telephonic Waves. 
Commercial Types of Talking Appa- 
ratus. 
Magneto Telephones. 

Receiver Construction. 
Microphone Transmitters. 

Single-Contact Transmitters, Multiple- 
Electrode Transmitters, Granular 
Transmitters, Prevention of Pack- 
ing. 
Calling Apparatus. 
Battery Calls. 

Vibrating Bells, Battery Call in Tele- 
phone Exchanges. 
Magneto Calling Apparatus. 

Theory of the Magneto Generator, 
Theory of Polarized Bell, Typical 
Magneto Generator, Generator Con- 
struction, Polarized-Bell Construc- 
tion. 
Commercial Forms of Calling Appa- 
ratus. 
Construction of Commercial Types of 
Magnetos, Miscellaneous Types of 
Automatic Shunts. 



The Hook Switch. 

Circuits of a Telephone, Commercial 
Hook Switches. 
Complete Teleptione Instruments. 

Circuits. 

Series Instruments, Bridging Instru- 
ment. 
Details. 

Wiring, Fittings. 
Forms of Telephone Sets. 

Wall Sets, Portable-Desk Sets, Cabinet- 
Desk Sets. 
Batteries for Telephone Work. 

Leclanche Cell, Hayden Cell, Fuller 
Cells, The Storage Battery, The Dry 
Battery. 

Part 2. 
Teleptione Switcliboards. 

Classification of Systems. 

Induction on Grounded Systems, 
Grounded Line Systems, Common 
Return Systems, Metallic-Circuit 
Systems, Manual Switchboards. 

Switchboards for Small Exchanges. 
General Operation, Call-Receiving 
Device, Night Alarm, Connecting 
Devices — Switchboards for Common 
Return or Grounded Lines: Circuits 
and Apparatus, Operation, Ground 
Connections, Ground on Common 
Return— Switchboards for Metallic 
Circuit Lines: Jack and Plug, 
"Line" and "Test," The Line Cir- 
cuit, The Cord Circuit, Ringing and 
Listening Keys, Calling Central, 
Listening In, Making Connection, 
Talking Circuit, Clearing Out. 

Switchboard Details. 

Switchboard Drops,Remediesfor Cross- 
Talk Between Drops, Commercial 
Forms of Switchboard Drops, Jacks 
and Plugs, Flexible Cords, Cord 
Fastenings, Self-Restoring Switch- 
board Drops— Mechanically Restor- 
ing Drops: Western Telephone 
Construction Company's Drop, 
American Electric Telephone Com- 
pany's Drop and Jack— Listening 
and Ringing Devices: The O'Connell 



116 



SYNOPSES OF SIBJECTS. 



TELEPHONY.-Continued. 



Key, Operation, The Cook Key, 
Operation, American Ringing and 
Listening Key, Other Forms of De- 
vices, Plug-Seat Listening Key. 

Divided Switchboards. 

Trunk Lines, Simple Trunking System 
—The Cook-Beach Transfer System: 
Arrangementof Apparatus, Arrange- 
ment of Trunk Lines, Trunk Jacks, 
Operation— Trunk Line Circuits of 
Western Multiple Transfer System: 
Communication Between Operators, 
Operation of System, End Sections 
—The Express System: Apparatus 
at "A" and "B" Boards, Brief Out- 
line of Operation, Subscribers' Line 
Circuits, Line Drops, "A" and "B" 
Trunks, Ingoing and Outgoing Calls, 
Operation of Connecting Sub- 
scribers, Signaling Circuits, Clear- 
ing-Out Signals, Use of Phonograph. 

The Multiple Switchboard. 

Main Features: Multiplicity of Jacks, 
The Busy Test— The Series-Multiple 
Board: Circuits, Test, Cord Circuits, 
Simplified Test Circuit, Reach of 
Operators, Objections to the Series- 
Multiple Board— The Branch Ter- 
minal Multiple Board: Line Cir- 
cuits, Operation, Restoring Drops, 
Complete Circuits, Simplified Test 
Circuits, Advantages of Branch Ter- 
minal System — Multiple Switch- 
board Jacks and Plugs. 

Part 3. 

Cominon Battery Systems. 

Methods of Supplying Transmitter 
Current. 
Battery in Series in Line Circuit: 
Grounded-Line System, Switchboard 
Circuits, Metallic-Circuit System — 
Battery Bridged Across Line Cir- 
cuits: The Stone System, Prevention 
of Cross-Talk in Stone System, The 
Hayes System— Systems Using In- 
duction Coils: The Dean System, 
Operation of Dean System. 

Automatic Signaling. 

The Lamp Signal: Lamp in Line Cir- 
cuit, Disadvantages of Lamp in Line 
Circuit, Lamp Controlled by Relay 
— Complete System for Small Ex- 
changes: Arrangement of Circuits, 
Operation, Supervisory Signals — 
Multiple Board Common Battery 
System: Arrangement of Circuits, 
Signaling the Operator, Operation 
of Cut-OfE Relay, Communication 
With Operator, Calling the Called- 
For Subscriber, Test for Busy Lines, 
Operation of Supervisory Signals. 
Auxiliary Excliange Apparatus. 

The Wiring of Exchanges. 

Importance of Systematic Wiring — 
Forming Cables: Directions for Lay- 
ing Out Cable, Lacing or Sewing, 
Wrong Method of Lacing, Cutting 
Loose, Bends in Cables, Soldering to 
Terminals, Fastenings for Cables, 
Ready-Made Cables, Identifying 
Wires. 



Protective Devices. 

Static Arresters— Fusible Arresters — 
Combined Static and Fusible Ar- 
resters—Heat-Coil Arrester: Heat 
Coils, Improved Static Arrester, 
Danger of Sneak Currents. 
Distributing Boards. 

Desirability — Small Distributing 
Boards: Design and Construction, 
Connecting Line and Switchboard 
Wires, Connections for Power and 
Battery Wires, Panel Distributing 
Boards— The Hibbard Distributing 
Board: Construction,Pathof Jumper 
Wires, Connection of Line and 
Switchboard Wires, Arrangement of 
Jumper Wires— The Ford and Len- 
fest Boards— Intermediate Distribu- 
ting Boards. 
The Power Station. 

Generators: Magnetic Generators, 
Electric-Motor Driving, Motor Gen- 
erators, Combined Calling and Bat- 
tery-Charging Generators, Cut-Outs 
for Battery Chargers, Water Motors. 
Storage Batteries. 

Installation and Care of Batteries: 
Connections, Determination of Po- 
larity, Solution for Storage Ce]ls, 
Hydrometers, Mixing Solutions, De- 
termination of Condition of Cells, 
Charging— Batteries for Operators, 
Transmitters: Individual Transmit- 
ter Batteries, Transmitter Circuits 
on Multiple. 
Party L-ines. 

Classification. 
Non-Selective Party Lines. 

The Series Party Line: Arrangementof 
Instruments on Series Line, Circuit* 
of Series Instruments, Objections to 
Series Line— The BridgedParty Line: 
Arrangement of Instruments on 
Bridged Line, Operation of Bridg- 
ing System, Ringers, Generators, 
Induction Coils, Modifications of the 
Party System— Connection of Party 
Lines With Switchboards: Calling in 
One Direction — Lock-Out Systems 
for Party Lines, Mechanism of Scrib- 
ner System, Circuits in Scribner Sys- 
tem, Operation of Scribner System, 
Busy Signal in Scribner System. 
Selective Signaling Party Lines. 

Step -by -Step Signaling: Faults of 
Step - by - Step Systems — Strength 
and Polarity Systems— The Hibbard 
Party Line: Circuits, Operation— 
The Barrett -Whitmore- Craft Sys- 
tem: Principles of Operation, 
Simplified Circuits, Effects of Cur- 
rent Combinations on Relays, 
Complete Station Circuits, Effects of 
Current Combinations on Lock-Out 
Mechanism, Windings on Polar Ex- 
tensions, Operation as a Whole — 
Future of Selective Signaling. 
Systems Requiring J^o Operator. 
The House System. 

Circuits, Operation, Disadvantage of 
Ordinary House System — Holzer- 
Cabot House System: Automatic 
Switch, Circuits, Plug Switch for 
House Systems. 



SYNOPSES OF SIBJECTS. 



TELEPHONY.-Contlnued. 



Part 4. 
Theory of Telephone Lines. 

Electrical Propertibs of Telephone 
Lines. 

Resistance, Self-induction, Capacity, 
Distributed Capacity, The K.R.Law, 
Table of Electrostatic Capacity of 
Copper Wires, Insulation. 
Disturbances in Telephone Lines. 

Causes of Noises In Telephone Cir- 
cuits: Noises From Natural Phe- 
nomena, Noises Due to Leakage, 
Electromagnetic Induction, Electro- 
static Induction— Cross-Talk: Carty's 
Experiments on Cross-Talk, Over- 
coming Cross-Talk— Transposition: 
Theory of Transposition, Scheme of 
Transpositions— The Common Re- 
turn System: Size of Common Re- 
turn—Connection of Grounded to 
Metallic Circuit Lines: Repeating 
Coils, Advantage of Repeating Coils. 
Line Construction. 
The Pole Line. 

Selection of Route— Poles: Selection 
of Poles, Sizes of Poles, Tables of 
Sizes of Chestnut, Cedar, and Pine 
Poles, Treatment of Poles, Spacing 
of Poles— Laying Out a Pole Line; 
Locating Guy Stubs, Grading Line 
of Pole Tops — Erecting Pole Line: 
Distribution of Polep, Gaining and 
Trimming, Cross-Arms, Table of 
Standard Cross-Arms, Cross-Arm 
Braces, Brackets, and Pins, Light- 
ning Conductors, Depth of Pole 
Holes, Digging Pole Holes, Raising 
Poles, Bracing Pole, Filling In and 
Tamping, Pole Foundations,Guying, 
Head Guying, Facing of Cross- 
Arms, Anchors for Guy Wires, 
Anchor Log and Rod, Guying to 
Trees, Guy Wires, Anchor Poles- 
Insulators. 
Wires for Telephone Use. 

Sizes of Wire: Circular Measure, Mil, 
Circular Mil, The Brown & Sharpe 
or American Gauge, Other Wire 
Gauges, Standard Sizes of Wires- 
Conductivity: Specific Resistance, 
Specific Conductivity, Percentage 
Conductivity, The Mile-Ohm — 
Copper Wire: Matthiessen's Stand- 
ard, Resistances and Weights for all 
Sizes of Copper Wire, Temperature 
Coeflficient, Strength of Copper Wire, 
Tensile Strength of Copper Wire, 
Mechanical Properties, Durability of 
Copper Wire — Iron Wire: Galvani- 
zing, Gradesof Iron Wire, Steel Wire, 
Test of Galvanizing, Weight, 
Strength and Resistance of Iron 
Wire, Mechanical and Electrical 
Properties of Iron Wire- Merits of 
Copper and Iron Wires— Aluminum 
for Telephone Circuits: Comparison 
of Properties of Copper and Alumi- 
num. Resistance, Tensile Strength 
and Weight of Aluminum Telephone 
Wire— Stringing of Wires: Paying 
Out, Tension of Wires, Sag in Line 



Wires, Tying, Splicing, Transposi- 
tions, Climbing. 

Telephone Cables. 

Rubber-Covered Cables, Sizes and 
Weights of Aerial Cables — Paper 
Cables: Methods of Reducing 
Capacity, Dry-Core Cables, Felton- 
Guilleaume Cables, Objections to 
Dry - Core Cables, Saturated - Core 
Cables, Lead Sheaths for Cables, 
Outside Braiding of Cables— Specifi- 
cations for Telephone Cables: Con- 
ductors, Core, Sheath, Electrostatic 
Capacity, Insulation Resistance, 
Conductor Resistance, Outside Di- 
ameters and Weights of Aerial 
Cables — Splicing and Repairing 
Cables: Testing for Moisture, Boiling 
Out— Cable Terminals: Box Termi- 
nals, Pot- Head Terminals. 

Overhead Cable Lines. 

Suspensions of Cables: Messenger 
Wire, Table of Size, Weight, and 
Strength of Messenger Wire, Cable 
Hangers, Cable Stringing, Pole 
Balconies. 

Underground Cable Lines, 

Conduits: Open-Box Conduit, The 
Creosoted-Wood Conduit, Cement 
Line-Pipe Conduit, Cement-Arch 
Conduit, Vitrified-Clay or Terra- 
Cotta Conduit, Concrete and Mortar 
for Conduit Work— Manholes— In- 
troducing Cables Into Conduits: 
Preparing the Duct, Rod ding, Draw- 
ing In, Arrangement of Cables in 
Manholes, Distribution From Man- 
holes—Electrolysis: Earth Currents, 
Danger Points, Locating Danger 
Points, Method of Bonding to Cable 
Sheaths. 

Subaqueous Cable Lines. 

Construction — Laying Subaqueous 
Cables: Limitations of Submarine 
Telephony. 
Testing. 

Rough Tests. 

Magneto Testing Set: Continuity 
Tests, Testing for Crosses, Current- 
Detector Galvanometer— Tests With 
Telephone Receiver: Convenient 
Testing Set, Method of Using Re- 
ceiver-Identifying Wires in Cables: 
Identifying Without Cutting— Test- 
ing Out Circuits of Instruments. 

Accurate Tests. 

Measurements of Resistance: The 
Wheatstone Bridge, Measurement of 
Line Resistance Insulation Tests: 
Galvanometer, D'Arsonyal Galva- 
nometer, Galvanometer Shunts, 
Method of Measuring Insulation 
Resistance, Taking the Constant, 
Deflection Through Insulation, Cal- 
culation of Insulation Resistance- 
Measurement of Line Capacity. 

Location of Faults. 

Tests for Locating a Break— Tests for 
Locating Grounds or Crosses: Tests 
Without Available Good Wire, The 
Varley Loop Test. 



118 



Sample Page of Instruction Paper. Telephony 

1 TELEPHONY, 



m 



repair them without taking out the generator — an obvi- 
ous disadvantage. The long-lever hooks, when properly 
designed, have all of their contacts within easy access when 
the door is opened. 

220. Complete Western Electric No. 2 Tele- 
ptione Set. — In Fig. 89 are shown the various parts of a 




Fig. 89. 

complete Western Electric No. 2 telephone, connected as 
they are in practice. The Williams automatic cut-out is 



119 



Sample Page of Question Paper. Telephony. 
§4 TELEPHONY. 3 

(25) What is the usual requirement in regard to the 
dimension of poles of various lengths ? 

(26) {a) What is meant by grading a line of pole tops ? 
(I?) Describe how it may be accomplished, {c) What are 
the evil effects due to improper grading of pole tops ? 

(27) (a) What are cross-arm braces ? {d) Why are they 
used ? (c) How are they secured to the cross-arms and pole ? 

(28) (a) How is a pole held in a vertical position, after 
being raised, while the tamping is being done ? {i?) What 
precaution should be taken in filling in around the poles ? 

(29) (a) For what purpose are manholes used in conduit 
work ? (I?) How far apart are they placed ? (c) Where are 
they preferably placed ? 

(30) Find the circular mils of a wire -J- inch in diameter. 

(31) Distinguish between local and distributed capacity. 

(32) Which source of induction is the most troublesome 
in telephone-lines, electromagnetic or electrostatic ? 

(33) How may cross-talk be overcome on grounded 
telephone-lines ? 

(34) Describe two methods of connecting a grounded cir- 
cuit to a metallic circuit, stating the advantages and disad- 
vantages of each. 

(35) In what cases may poles having tops less than 
7 inches in diameter be used ? 

(36) (a) In unloading poles along a selected route, should 
the butts be laid up hill or down ? {d) Why ? 

(37) {a) What is the best wood for brackets and pins ? 
(I?) How is a pin secured in a cross-arm ? (c) How is the 
insulator secured on a pin ? 

(38) (a) When are special pole foundations necessary ? 
(b) How may they be made ? 

(39) Discuss the relative inerits of porcelain and glass 
for line insulators. 

(40) What is the diameter of a wire having a cross- 
sectional area of 10,383.02 circular mils ? 

120 



TELEGRAPHY. 




The World's Great Nerve System. 

No invention of these times has done more for civilization than the elec- 
tric telegraph, and none has so kept pace with recent demands and progress. 
Since Samuel F. B. Morse sent that sublime first message, " What hath God 
wrought ! " over eighty miles of wire, the system invented by him has made 
akin the ''uttermost parts" of the earth. It has averted railroad accidents 
beyond number, warned nations of impending storms, spread a daily record 
of the world's news, knit vast armies into unison of movement, and made 
possible the commerce of today. 

The limit of the possibilities of this wonderful invention has not yet 
been reached. New uses are continually being found for it. The general 
installation of systems of wireless telegraphy, the transmission of several 
messages over the same wire, and the enormous acceleration of the speed at 
which they may be sent, are some of the most recent improvements. 

Battery=Man to Electric Signal=Alan. 

I enrolled in the English Branches Course of The International 
Correspondence Schools June 23, 1896, at which time my education was 
very limited, as I had to leave school and go to work when but eleven 
years of age. I made remarkable progress in this Course, and later on 
took up the Electrical Course. I started in as a battery-man on the 
Boston and Albany Railroad, and am now electric signal-man on 
another road. My Course has been a great help to me in my work, as I 
am able to put what I have learned through my connection with the 
Schools into daily practice. I take pleasure in recommending your 
Schools to every enterprising workman. 

James H. Cormick, 21 Collins Street, Clarendon Mills, Mass. 

The Schools' Course in Telegraphy. 

Our Course in Telegraphy is thorough and up to date. It includes pre- 
liminary instruction in Arithmetic, Formulas and Mensuration, Elementary 
Algebra and Trigonometric Functions, and Elementary Mechanics, as a knowledge 
of these subjects is necessary to a proper understanding of the electrical 
Papers that follow. The electrical portion includes thorough instruction in 
Principles of Electricity and Magnetism, Electrical Measurements, Batteries, and 
Telegraphy. Under Telegraphy are taken up circuits and instruments, line con- 
struction and testing, high-speed, submarine, fire-alarm, police, and wireless 
telegraphy, use of dynamos in telegraphy, care and installation of storage 
batteries, sending and receiving, etc. Special attention is paid to the various 
systems of duplex, quadruplex, multiplex, and automatic transmission. In 
short, the whole field of telegraphic knowledge is thoroughly covered. The 
object is, to qualify the student to fill any position in the profession. 

Salary Increased 35 Per Cent. 

At the age of twelve years, I commenced work at the mines, and 
passed through all the gradations from slate picker to coal miner. 
While working in the mines, t learned telegraphy evenings at home, 
and was employed as operator at Frackville Junction when I enrolled 
in The International Correspondence Schools. While studying my 
Course, I followed electrical Avork, such as constructing ic.^ i.'-tors and 
other electrical apparatus, during my spare time, an so ualified myself 
that in August, 1899, I was appointed ma.iaainer of electric-railway 
signals from Pottstown to Birdsboro, with an incrc::se cf 35 per cent, in 
salary. I am thankful for the existence of your Schools. 

J. D. Phillips, 23 Evans Street, Pottstown, Pa. 
121 




TELEGRAPH OPERATORS. 




Opportunities for Advancement. 

The opportunities of the telegrapher to increase his salary and improve 
his position are growing more numerous every year. The operator whose 
knowledge of telegraphy is limited to the sending and receiving of the Morse 
alphabet and the care of a ''crowfoot" battery, cannot reasonably consider 
himself in line for promotion; but the recent discoveries and improvements 
in telegraphy have created a strong demand for men whose technical knowl- 
edge of their profession enables them to handle all forms of apparatus for 
simple and quadruplex telegraphy, supervise the construction of lines, and the 
equipment and maintenance of stations and telegraph offices. Men with such 
knowledge will not lack opportunities to apply it, nor wait long for lucrative 
positions. Expert telegraphers are wanted in the commercial telegraph 
offices, the United States Signal Service, and in newspaper work. Many 
business houses already have their own telegraph offices and operators. 

Lineman Becomes Manager. 

I can heartily recommend your Schools and system of instruction. 
The Instruction Papers are very plain and easily understood , and the 
Question Papers are so worded as to bring out all the student knows. 
When I enrolled, I was working as a lineman for the Postal Telegraph 
Co., at S30.00 per month. My wages were soon advanced to 835.00, and I 
am now manager for the same company, with a salary of $45.00 per 
month, and commission on all commercial work. I have refused offers 
of higher salaried positions, because I would not have the opportunities 
for study which my present work affords. Through the Schools, I 
intend to become a first-class electrician. 

D. H. Gage, Jr., Chatham, N. Y. 

Railway Operators. 

Ninety per cent, of the railroad officials of the United States and Canada 
were telegraphers. It is a fact that advancement in railroad work is almost 
invariably through the avenue of telegraphy, and the ambitious operator 
of today may become the railroad official of a few years hence. 

Clark's Railway Digest has this to say on the subject: ''The greatest and 
most successful railroad managers of today have, with rare exceptions, risen 
from the ranks of the operator. Let aspiring young men still at the foot of 
the ladder take courage. In the vast railroad development sure to take place 
in the next ten years, the most flattering of possibilities are presented. 
Following the line of promotion, from the operator upwards, are thousands of 
positions in all departments to be filled every year, offering higher salaries and 
less laborious work than falls to the lot of any laboring man. The poorest paid 
railroad officials get better salaries than employes in many other professions.'* 

Station Agent Benefited. 

I enrolled in the Telegraphy Course of The International Corre- 
spondence Schools on the 3d of October, 1899. I am still employed as 
station agent, the same position I was holding when I enrolled; but, 
although I have only been studying with you for a little over two 
months, I have already had an increase in salary. In addition to this, 
the satisfaction I am getting from my Course is worth much more than 
it will cost me. My early education was limited to common schools, 
but, with your assistance, I have mastered studies I never saw before. 
I firmly believe that, with your Instruction Papers and your system 
of teaching, any one who can read can learn anything. 

H. A. Gagnow, Reeds Ferry, N. R. 




THE TELEGRAPHY COIRSE. 

This Course comprehends every branch of telegraphy, and its teachings 
are modern, practical, and successful. Everything is made clear to the stu- 
dent. It is not necessary that he should be well educated before taking this 
Course, but only that he should know how to read and write. We guarantee 
to teach him everything else, if he will study. 

Operators in commercial telegraph offices, railway stations, and on Signal- 
Service corps, chief operators, managers, and superintendents, and electrical 
and telephone engineers will be particularly benefited by a knowledge of the 
subjects contained in this Course. 

The cost of the Course is so small that no person in the classes above 
mentioned can afford to let the opportunity to enroll pass by. The 
prices are low, the terms easy, and a Course once paid for is good until 
finished. 

To all those enrolling now, the Complete Electrical Outfit, described on a fol- 
lowing page, will be included in the price of the Course without extra charge. 

The subjects taught in this Course are those outlined in the following 
pages:, 

SYNOPSES OF SIBJECTS. 



ARITHMETIC. 

(Ill Pages.) 
Part I. (51 Pages.) Part II. (60 Pages.) 

Definitions. Percentage. 

Notation and Numeration. Denominate Numbers. 

Addition. Measures. 

Subtraction. Involution. 

Multiplication. Evolution. 

Division. Katlo. 

Cancelation. Proportion. 
Fractions. 
Decimals. 

FORMULAS AND MENSURATION 
(33 Pages.) 
Formulas. The Triangl 

Definition — Symbols Used — Omission of Polygons. 

Multiplication Sign— Use of Parenthesis, The Circle. 

Brackets, Brace, and Vinculum— Appli- The Prism and Cylinder. 

cation of Formulas. The Pyramid and Cone. 

Mensuration. The Frustum of a Pyramid or Cons. 

Lines and Angles. The Sphere, and Cylindrical Ring. 

Quadrilaterals. 

ELEMENTARY ALGEBRA AND TRIGONOMETRIC 
FUNCTIONS. 

(71 Pages.) 
Algebra. Factoring: Three Cases. 

Use of Letters. Fractions. 

Notation. Exponents. 

Reading Algebraic Expressions. Equations. 

Positive and Negative Quantities. Trigonometric Functions. 

Addition and Subtraction. Definitions. 

Symbols op Aggregation. Trigonometric Tables. 

Multiplication. Solution of Right Triangles. 

Division. 

ELEMENTARY MECHANICS. 
(66 Pages.) 
Matter and Its Properties. Centrifugal Force. 

Motion and Rest. Statics. 

Velocity. Moments of Forces. 

Force. Center of Gravity. 

Three Laws of Motion. Equilibrium. 

Composition of Forces. Simple Machines. 

Rkolution of Forces. Inclined Plane. 

Dynamics. Friction. 

Gravitation. Efficiency. 

Falling Bodies. Work and Energy. 

Projectiles. Density and Specific Gbavity. 

123 



SYNOPSES OF SUBJECTS. 



PRINCIPLES OF ELECTRICITY AND MAGNETISM, 



(142 Pages.) 



Introductory. 
Electrostatics. 

Production of Static Electricity. 

Electrostatic Induction. 
Electrodynamics. 

Potential and Current, 

Circuits. 

Electrical Units. 

Ohm's Law Applied to Closed Circuits. 

Ohm's Law Applied to Derived Circuits. 
Magnetism . 

iS^ATURAL Magnets. 



Artificial Magnets. 

Magnetic Lines of Force. 

Electrojiagnetism. 

Electrical Apparatus. 

Electromagnetic Reaction. 

The Electromagnet. 

Magnetizing Force and Magnetic 

Density. 
Lifting Magnets. 
Magnets for Attraction. 
Electromagnetic Induction. 



ELECTRICAL MEASUREMENTS. 



(98 Pages.) 



Electromagnetic Measurements. 

General Principles. 
Theory of the Galvanometer. 

Principles Involved— Horizontal Com- 
ponent of the Earth's Magnetism- 
Tangent, Sine, Reflecting Tangent, 
D' Arson val, Reflecting, and Ballistic 
Galvanometers. 
Galvanometer Shunts. 
Precision in Measurements. 
Electrocliemlcal Measurements. 

Method by Water Decomposition — 
Method by Deposition of Copper: 
Trough, Plates, Liquid, Battery, and 
Connections. 
Measurement of Potential. 

Ammeters, Voltmeters. 
Measurement of Resistance. 

Fall-of-Potential Method, By Wheat- 
stone Bridge, Specific Resistances of 
Various Substances. 



Temperature Coefficient. 

Relation of Thermometric Scales. 
Insulation. 

Testing Approximate Resistance of a 
Line, Testing Insulation Resistance. 
Electrical Apparatus. 

Description of Apparatus Furnished 
to the Student in Connection With 
This Paper— Experiments With Ap- 
paratus. 
Suggestions for Experiments. 
Practical Measurements. 
Instrujients. 

D'Arsonval Galvanometer — Siemens 
Dynamometer — Edison Chemical 
Meter — Cardew Voltmeter — Watt- 
meter—Thomson Recording Watt- 
meter— Shallenberger Meter. 
Switchboard Instruments. 
Measurements With Commercial In- 
struments. 



BATTERIES. 

(109 Pages.) 



Definitions. 

Primary and Secondary Batteries. 
Principles of Cliemistry. 

Explanation of Common Chemical 
Phenomena and Terms, With List of 
the Principal Elements and Com- 
mon Acids. 
Electrochemistry. 

Definitions — Electrochemical Calcula- 
tions: Heat of Combination W^ith 
Oxygen, Electrochemical Equiva- 
lent, Total Weight Liberated by 
Chemical Action, Heat Formation 
by Chemical Action, Relation of 
Heat and Work, Calculation of E. 
M. F. Produced by Chemical Action 
—Electrochemical Theories. 
Polarization and Depolarization. 
Cells. 

Classification. 

Cells With a Non-Polarizing Electro- 
lyte. 
Smee, Law, Little Giant, Hercules 
Cells, Table of E. M. F. of the For- 
mation of Various Sulphates, Table 
of E. M. F. of Pure Zinc With Vari- 
ous Electrolytes. 



Cells With a Depolarizing Electro- 
lyte. 
Bichromate Cells, Grenet, Poggen- 
dorf 's, Pabst, and Other Cells. 
Cells With a LiQxnD Depolarizer. 

Grove and Bunsen Cells, Mseche Cell, 
Porous-Cup Bichromate Cells, Elec- 
tropoion Fluid, Fuller, Partz, Kous- 
mine, D'Arsonval, Daniell, Globe, 
Hussey, Gethin, Gravity, Callaud, 
and Crowfoot Cells. 
Cells With a Solid Depolarizer. 

Leclanche, Lalande and Chaperon, 
Edison-Lalande, Latimer-Clark, 
Gouy, Weston, and Bailie and Fery 
Cells. 
Cells in Which an Elementary Sub- 
stance IS Applied to the Cathode as 
a Depolarizer. 
Dry Batteries. 

The Application of Primary Batteries. 
Accumulators. 

Lead Accumulators. 
Bimetallic Accumulators. 
Uses of Accumulators. 
Installation of Accumulators. 



124 



SYNOPSES OF SIBJECTS. 



TELEGRAPHY. 



Electric Telegraphy. 
Sliort Historical Sketch. 

Morse's Inventiou, luvention of Cook 
and Wheatstone, Automatic and 
Chemical Recording Systems, Chem- 
ical Recorder, 
Tlio Morse System. 

Morse CLOsED-CiRcriT System. 

The Relay Circuit: Intermediate 
Offices. 
Morse Open-Circuit System. 

Advantages and Disadvantages of the 
Closed -Circuit System— Advantages 
and Disadvantag-esof the Open-Cir- 
cuit System. 
Telegraph Ixstrumekts. 

Keys. The Key, Bunnell Key, Bunnell 
Legless Key, Victor Key, Western 
Electric Key, Remarks Concerning 
Keys— Sounders: Improved Bunnell, 
Western Electric, and Victor 
Sounders, Remarks Concerning 
Sounders, Resonators for Sounders, 
The Embossing Register, Ink-Re- 
cording Register, Self-Starting De- 
vice for Registers— Relays: Western 
Union, Pony, Pocket, and Box Re- 
lays, Remarks on Relays— Care and 
Adjustment of Instruments— Proper 
Winding for Sounders and Relays 
— Calculating the Winding for Mag- 
! net Coils— Dimensions of Insulated 

Wires — The Magnetic Circuit of 
Tel egraph I nstruments— Dimensions 
of Telegraph Instruments. 
Circuit Accessories. 

Switches: Plug Switches, Spring-Jack 
Switches— Lightnin g Arresters: 
Plate Arresters, Saw-Tooth Arresters, 
Fusible Cut-Outs, Magnetic Arrest- 
ers, Rolfe Strong Current Protector. 
Complete Circuits of Way Stations. 
Intermediate Switches, Simple Tests 
With Relay for Open Circuits and 
Crosses on Lines and in Local Office 
Circuits, Cross-Connecting and Loop- 
ing Line Wires. 
Complete Circuits of Terminal Sta- 
tions. 
Terminal Switches, Single and Double 
Spring-Jack Switches, Small and 
Large Main-Line Switches. Western 
Union and New Postal Telegraph 
Switchboards, Loop Switches. 
Telegraph Operating. 
Instructions. 

Telegraph Codes. 

The Morse Telegraph Alphabet. Phil- 
lips' Punctuation Code, Relative 
Length of Dots, Dashes, and Spaces, 
Memorizing the Morse Code. 
Telegraph Apparatus. 

Description of Simple Telegraph 
Apparatus. 
The Telegraph Key, The Telegraph 
Sounder, Combined Learner's Set, 
The Battery, Directions for Setting 
Up and Caring for BatterA-, Cleaning 
The Battery, Connecting Up Appara- 
tus, Trying the Apparatus, Connect- 
ing Two Sets, Connecting Three 



Sets, The Earth as a Return Circuit, 
A Few Directions for Outdoor Lines. 
Sending. 

General Instructions. 

Method of Holding the Key, Adjust- 
ment of the Spring of the Key, 
Practice in Sending, Dash Charac- 
ters, Dot Characters, Dash-and-Dot 
Characters, Dot-and-Dash Charac- 
ters, Spaced Letters, Miscellaneous 
Characters, Characters Which, Being 
Improperly Connected, Form Other 
Characters, Words for Practice With 
and Without Spaced Letters. 
ReceiTing. 

General Information. 

Common Abbreviations, Abbreviations 
Recently Adopted by Postal Tele- 
graph-Cable Compahv, Messages, 
The Check, The Date, The Address, 
Body of Message, Signature, Exam- 
ples of Complete Messages, Repeated 
Messages, Mistakes in Receiving and 
in Sending, Counting Words in Ordi- 
nary and in Cipher Messages, Charge 
for Messages, Night Messages, Busi- 
ness for the Companv, Privacv of 
Messages, Courteous Clerks. Railroad 
Business, Abbreviated and Cipher 
Systems. 
Use of Typewriter in Receiving. 

Typewriting Machines. 
Proper Manipulation, Care, and 

Fingering. 
Telegraph Codes. 

Codes, Abbreviations, Punctuations, 
Etc., Phillips' Code, ABC Code, 
Cipher Code. 
Source of Energy. 
Primary Cells. 

Gravity Cell: Cleaning Cells— Edison- 
Lalande Cell — Gordon Cell — Ar- 
rangement of Primary Cells: Small 
External Resistance, Large External 
Resistance, Maximum Current, 
Resistance of All Relays— Combined 
Resistance of Line and Battery. 
Storage Cells. 

Installation and Care of Storage Bat- 
teries: Setting Up, Life of a Storage 
Cell — Storage Batteries for Operating 
Local Instruments and Main Lines 
— Cut-Outs for Charging Circuit- 
Automatic Overload and No-Load 
Circuit-Breaker— Charging Batteries 
from Lighting Circuits and from 
Rotary Converters. 
Dynamos Used in Telegraphy. 

Arrangement of Dynamos — Local 
Instruments and Main Lines Op- 
perated from Dynamos and Direct- 
Current Electric-Light Circuits, 
Various Detailed Arrangements, 
System Used by Western I'uion Com- 
pany—System Used by Postal Tele- 
graph Company— Use and Operation 
of Rotary Converters. 
Comparative Cost of Operating From 
Batteries and Dynamos. 
Actual Cost of Operating Sounders 
from Electric-Light Circuits. 
125 



SYNOPSES OF SIBJECTS. 



TELEGRAPHY.— Continued. 



Properties of Telegrapli Circuits. 

Resistance. 
Insulation. 
Capacity. 

Distributed Capacity— Local Capacity. 
Impedance. 

Effects of Capacity on Impedance. 
Leakage. 

Effects of Leakage on Morse Signals. 

Telegraphic Repeaters. 

• General Principles. 
Wood's Button Eepeaters. 
Automatic Repeaters. 

Milliken, Horton, Toye, Weiny, Atkin- 
son, Nellson, Half, Defective, and 
Double-Loop Repeaters. 

Duplex Telegraphy. 

General Principles. 

Differential Winding — Differential 
Electromagnets— Polarized Electro- 
magnets. 
The Differential Duplex. 

The Stearns System: Transmitter, Dif- 
ferential Relays— Circuits and Oper- 
ation: Rheostats, Artificial Lines. 
The Polar Duplex. 

Transmitter, Polarized Relay, Differ- 
ential Relay, Differential Polarized 
Relay— Circuits and Operation: Ad- 
justment of Apparatus. 
Morris Single-Battery Duplex. 
The Bridge Duplex. 

Transmitter, Relay, Circuits, and 
Operation. 
Bridge System for Cables. 

False Cable: Construction, Adjust- 
ment. 
DiPLEX System. 

Quadruplex Telegraptiy. 

Principles. 

Combined Polar and Differential 
Duplex. 
Pole Changers and Transmitters, The 
Polarized, Neutral, and Frier Relays 
— Artificial Lines: Condensers, 
Rheostats, Analysis of Currents for 
the Sixteen-Key Combinations. 
Jones Quadruplex. 

Arrangement of Transmitters and 
Relays— The Three-Magnet Neutral 
Relay— Operation. 
Western Union Quadruplex. 

Apparatus — Circuits— Operation— Con- 
ditions Affecting the Working of the 
Quadruplex. 
Healy Quadruplex. 

How to Balance a Quadruplex— Quad- 
ruplex Faults and Troubles and 
Their Remedies. 

Multiplex Telegraphy. 

Arbitrary Distinction Between Quad- 
ruplex and Multiplex. 
Delaney's Synchronous Multiplex. 
Distributing Wheel, Synchronizing 
Devices, Correcting Synchronism. 



121 



Simultaneous Telegraphy and Tele- 
phony. 

Caiho and Van Rysselberghe Systems. 
Edison's Phonoplex System. 

Circuits— Descriptions— Graduation of 
Currents. 
Submarine Telegraphy. 
The Submarine Cable. 

Construction: Insulation, Armor, 
Capacity of Cables— Circuits and 
Apparatus at Terminal Stations- 
Transmitting Instruments— Receiv- 
ing Instruments, Siphon Recorder— 
Cuttriss Automatic Transmitter- 
Speed of Transmission in Cables. 
The Printing Telegraph. 

Synchronous Rotation of Type-Wheel 
and Transmitter— Single-Wire Single 
Wheel— Single- Wire Double Wheel 
— Two- Wire Double Wheel — Murray 
Page Printer. 

Automatic Telegraphy. 

The Automatic Chemical Telegraph 
General Principles: Solution for Pre- 
paring Paper, Receiver, Recorder, 
Transmitter, Perforated Paper. 

Wheatstone's System. 

Transmitter, Receiver, Perforator — 
Circuits— Latest Transmitter. 

Crehore and Squier System. 

pollak and virag system. 

Autographic Telegraphy. 

Miscellaneous Applications of the 
Telegraph. 

Fire-Alarm and Police-Signal Systems. 
Circuits and District Telegraph Ap- 
paratus. 
Railroad Electric-Signal Systems. 
Wireless Telegraphy. 

Hertzian Waves — Sending and Re- 
ceiving Apparatus — Tuning of Ap- 
paratus. 
Telegraph-Liine Construction. 
The Pole Line. 

Selection of Route— Kinds of Poles- 
Dimensions of Poles— Spacing Poles 
—Depth of Holes— Laying Out Pole 
Lines— Erecting Pole Lines— Raising 
of Poles — Setting: Tools Used in 
Setting Poles, Cutting Gain in Poles 
—Guying of Corners and Dead Ends: 
Guy Wires— Cross- Arms — Pins and 
Brackets— Reconstruction, 

Insulators. 

Glass, Pony, Western Union, Porce- 
lain, Tree. 

Wire. 

Iron Wire: Properties, Strength. Sizes, 
Grades, Galvanizing, Table of Resist- 
ances, Specifications and Tests- 
Copper Wire: Properties, Strength, 
Sizes, Advantages Over Iron Wire, 
Table of Resistances, Specifications 
and Tests— Aluminum Wire: Resist- 
ance, Strength. Weight, Compared 
With Copper Wire — Stringing of 
Wires: Tying, Splicing, American 
Joint, Mclntyre Sleeve, Tools Used in 



SYNOPSES OF SIBJECTS. 



TELEGRAPHY.— Continued. 



Stringing, Barrow, "Come Along," 
Climbers, Pliers, Tree Trimmers. 

Telegraph Cables. 

Overhead and Underground Cables- 
Construction of Cables: Conductors, 
Arrangement, Insulators, Sheath- 
Suspension of Cables: Messenger 
Wires, Hangers, Sag. 

Underground Conduits. 

Conduits: Wood, Iron, Clay— Laying 
of Conduits: Drainage, Manholes, 
Location, Size, Covers, Ventilation, 



Dra wing-In Cables, Junction Boxes, 
Electrolysis. 
Testing of Telegraph. Ijlnes. 

The Magneto Testing Set— Testing 
With Magneto Bell, The Reflecting 
Galvanometer, The Wheatstone 
Bridge, Resistance Boxes. 
Insulation Testing. 
• Capacity Testing. 
Resistance Testing. 

Location of Faults and Breaks in 
Line, Wires, and Cables. 



COMPLETE ELECTRICAL OITFIT. 

The Complete Electrical Outfit is a great help to the student in thoroughly 
comprehending the subject matter of the Telegraphy Course. Its use is 

particularly indicated 
during the study of the 
Instruction Papers on 
Principles of Elec- 
tricity and Magnetism, 
and Electrical Meas- 
urements. It is sent as 
soon as the student 
reaches the Instruction 
Paper on Principles 
of Electricity and Mag- 
netism, provided he 
has paid for his scholar- 
ship in advance, or has 
paid his monthly 
installments, amount- 
ing to at least 120.00, in 
full to that time. 

The outfit consists 
of the following articles, 
fully guaranteed by the 
makers: Detector galva- 
nometer, tangent gal- 
vanometer, Wheatstone 
slide-wire bridge, bar 
magnet, horseshoe mag- 
net, two resistance coils, 
Leclanche cell, com- 
pass, box of iron filings, 
150 feet of No. 18 B. & S., double cotton-covered, paraffined copper wire. 
The Outfit is packed in a wooden box and shipped by express, transporta- 
tion charges to be paid by the student. The value of the Outfit is $10.45. 
To all those enrolling now, this Outfit will be given without charge. 




Ised By An Electrical Engineer. 



When I received the instruments, I had to do some testing of electrical machinery, for 
which I could not very well borrow suitable instruments, so I used the set from your Schools. 
To verify the accuracy of your instruments, one of my friends remeasured, with high-priced 
instruments, some of my quotations, and found, on comparison, only a very small difference, 
BO insignificant as to be neglected in practice. I therefore recommend this Outfit most 
emphatically. J. B. Blink, Contracting and Consulting Electrical Eng., 

h Montgomery St., Jersey City, N. J. 
127 



Sample Page of Instruction Paper. Telegraphy. 

78 TELEGRAPHY. 

or small, may usually be detected by feeling with the fingers for 
a pull on the a,rmature. 

108. ]S^o Current in Line Circnit. — No current in the 
home relay may be due (1) to a break in the line wire; (2) to 
the main- line batteries at the two end offices being reversed and 
so opposing each other; (3) to a ground connection or short- 
circuiting wire that cuts out the home relay; (4) or to an open 
key somewhere on the line. 

In the case of a broken line wire whose free end is grounded 
or crossed with a line wire that is grounded somewhere, there 
would be a current through the line circuit. If the test is 
being made at a terminal office, reverse the main-line battery; 
this will obviously show whether the main-line batteries w^ere 
previously opposing each other, for, if that were the cause, 
there would now be a current. If the absence of current is due 
to an open circuit somewhere, reversing the battery will cause 
no appreciable change. If the test is being made at an inter- 
mediate office, determine whether the line is open on one 
or both sides of the office by connecting the office set first 
between one line and the ground, then between the other 
line and the ground. No current would indicate that the 
line to w^hich the relay is connected is open. If possible, 
immediately report the result to the proper person, so that 
if one wire is good, it may be used while the fault on the 
other is being repaired. 

109. Xiocating a Partial Disconnection. — Where 

there are two lines running through the same offices, on one 
of which there is a fault, such as a partial disconnection, 
the fault may be located in the following manner: Com- 
mencing at some station on the home side of the fault, have 
the two lines cross-connected at each station in succession 
toAvard the fault, and have an operator at some station beyond 
the fault make dots all the time on the same line, say on the 
good line. Then to the operator at the testing station, the 
fault will remain on the same line, as the various stations on 
the test-station side of the fault cross-connect the lines, but, 
as soon as the station just beyond the fault cross-connects, the 

128 



Sample Page of Question Paper. Telegraphy. 
4 TELEGRAPHY. 

(30) How would YOU determine in wet weather if the Hne 
is in use, even though the relay may not be responding to any 
signals ? 

(31) (a) If limited to a given number of ampere- turns, 
how can the strength of an electromagnet, that is, the pull on 
its armature, be increased? (6) Why is it desirable in tele- 
graph electromagnets to make the magnetic circuit short and the 
cross-section of the iron cores no larger than really necessary ? 

(32) How may the sound from a sounder be concentrated 
in one direction ? 

(33) (a) What are two advantages of the Morse closed- 
circuit system ? (6) What are two disadvantages of the same 
system ? 

(34) How can you tell whether the inaction of a sounder is 
due to a fault in the main-line or in the local sounder circuit ? 

(35) Why is it desirable in a telegraph electromagnet to use 
iron having but little hysteresis ? 

(36) Why will lightning jump across a thin, narrow space 
filled with air, mica, or paraffined paper, in order to reach the 
ground, in preference to going along the regular path through 
the wire coils on the instruments ? 

(37) What is the time constant of a circuit possessing only 
inductance and resistance ? 

(38) (a) What are two advantages of the open-circuit 
system? (6) What are two disadvantages of this system? 

(39) (a) In order to connect the local relay between line a' 
and the ground, in what holes should plugs be placed in the 
saw-tooth arrester and switch shown in Fig. 43? (6) How 
would you join both a! and h' to the ground ? 

(40) (a) What two qualities are most essential in an elec- 
tromagnet for telegraph instruments? (6) What proportions 

129 



WIRING AND BELLWORK. 

Young Men Can Make Money in Spare Time. 

Many young men who have not the opportunity to take up a longer 
Course, but who desire to learn something that would be of immediate 
benefit to them, enroll in our Wiring and Bellwork Course. This Course 
includes instruction in arithmetic, formulas, mensuration, incandescent-light 
wiring, the construction and operation of bells, annunciators, burglar alarms, 
etc., and electric gas-lighting. The information contained in this Course will 
teach any young man how to do wiring and bellwork, in a neat, workmanlike, 
and, what is more important, a safe manner. The ambitious young man, 
both in school and business, can put the information thus gained to practical 
use in doing wiring and bellwork, for private houses, etc. , during evenings and 
holidays, and thus make his spare time both profitable and instructive. Such 
work often serves to excite interest in electrical matters generally, and thus 
forms the basis of a future trade or profession. 

Makes $5.00 Per Week in Spare Time. 

My Course in The International Correspondence Schools has been 
a very paying investment, both financially and otherwise. While en- 
gaged as a shoe salesman at a salary of $8.00 per week, I enrolled in the 
Wiring and Bellwork Course. I still hold the same position, but receive 
S9.00 per week now. I have one afternoon and three evenings off duty 
each week. This spare time I turn to advantage, as well as keep out of 
mischief, by doing electrical work. I am now able to make, on an 
average, S14.00 per week, and feel qualified to accept a position in an 
electrical establishment, and when the opportunity occurs, I intend 
to change my occupation. 

Geo. C, Jackson, 3960 Market Street, Philadelphia, Pa. 

For Gas=Fitters, Plumbers, and Others. 

The step from bringing a concealed gas or water pipe into a house, and 
placing fixtures in the various parts of it, to bringing in an electric wire, and 
similarly placing electric lights, is a short one, and it is not surprising 
that many gas-fitters aud plumbers find they would be much better off if 
they had a knowledge of electric-light wiring. In fact, without this knowl- 
edge, gas-fitters are unable to do all kinds of gas-fitting, since they cannot put 
in combination fixtures that are to be used for either gas or electric lights, or 
both. The gas-fitter, plumber, or indeed any one who is engaged in the 
equipment of buildings, can depend on a knowledge of electric-light wiring to 
materially increase his earnings. Thorough instruction in the principles of 
electricity, and their application to electric-light wiring and bellwork, can be 
obtained by mail with little expense in our Wiring and Bellwork Course. 
For Synopses of the Course, see pages 38, 40, and 54. 

Salary Increased $20.00 Per Month. 

I cannot speak too highly of the merits of the system of education 
of The International Correspondence Schools. My connection with 
the institution has been of very great benefit to me. I enrolled 
in the Wiring and Bellwork Course on the 10th of January, 1899, and, by 
studying during my spare time, completed my Course on the 14th of 
September of the same year. When I began my studies in the Schools, 
I was making 840.00 per month as electrician. I am now employed as 
a general wireman and electrician for the Westinghouse Electric and 
Manufacturing Co., of E. Pittsburg, Pa., and my salary has been 
increased to $60.00 per month. 

Geo. S. Willett, 7SS1 Kelly Street, E. Pittsburg, Pa. 
1.30 





WIRING AND BELLWORK COIRSE. 



ARITHMETIC. 

Same as in Electric Power and Lighting Course (see page 95). 

MENSURATION. 

Same as in Electric Power and Lighting Course (see page 95). 



ELECTRIC LIGHT WIRING AND BELLWORK. 



(76 Pages.) 



Electric Liglit TViring. 

Fundamental Principles. 

Currents, Circuits, Methods of Con- 
necting Conductors, Ohm's Law, 
Principal Units— The Ampere— The 
Ohm: International Ohm, Table of 
Gauges, Area, Weight and Length, 
Resistance and Amperes Allowed 
for "Wires, Microhm, Megohm— The 
Volt. 

Drop or Loss of Potential. 

^YIRING for Incandescent Lights. 

Conductors: Feeders, Joints Between 
Wires— House Fixtures: Incandes- 
cent Lamp, Eosette Pendant, Com- 
bination Fixtures— Safety Cut-Outs: 
Plug Cut-Out, Branch Block, Carry- 
ing Capacity of Fuses— Switches: 
Plug Switches, Flush Switches— Con- 
nections for Incandescent Lamps: 
Multiple-Arc System, Multiple-Series 
System, Three-Wire System, Flex- 
ible Two-Wire System— Methods of 
Wiring: Feeders and Mains, Con- 
nections for Equalizing the E. M. F., 
Loop Circuits, Tap Circuits, Tree 
System, Closet System, Transformer 
System — Interior Wiring: Cleat- 
work, Cleats, Insulating Tubes, 
Drip Loops, Molded AYork, Con- 
cealed Work, Interior Conduit, 
Junction-Box, Fishing-Wire, Street 
Junction - Boxes — Wiring Calcula- 
tions, Voltage and Amperage Re- 
quired for Different Candlepowers, 
Formulas for Calculating Sizes of 



Wires, Lamp-Feet, Hea\'y Conduct- 
ors, Current Capacity of Cables, Size 
of Conductors for Three-Wire Sys- 
tem, Arrangement of Circuits, Wir- 
ing in Large Buildings— Testing: 
Magneto Testing Instrument. 
BellTvork. 

Bell Construction and Operation. 

Apparatus for Bell Circuits: Electro- 
magnet, Armature, Electric Bell, 
Buzzer, Push Button, Battery, Using 
Current From Lighting Mains, Auto- 
matic Drop— Arrangement of Bell 
Circuits: One Bell, More Than One 
Bell, More Than One Ringing Point, 
Switches for Cutting Out Bells, Con- 
nections for the Automatic Drop. 

Annunciators. 

Annunciator, Needle Annunciator — 
Wiring for Simple Annunciator — 
Wiring for Return-Call Annunciator 
—Wiring for Elevator Annunciator. 

Special Electric Fittings. 

The Electric Door-Opener— Burglar 
Alarms: Open- and Closed-Circuit 
Systems — Running the Wires: 
Fishing. 

Electric Gas-Lighting. 

Burners for Parallel System: Inde- 
pendent Burners, Pendant Burner, 
Ratchet Burner, Automatic Burner 
— Arrangement of Lighting Appa- 
ratus: Apparatus, Method of Con- 
necting Automatic and Pendant 
Burners, Relays — Apparatus for 
Multiple-Lighting System: Precau- 
tions in Wiring, Frictional Machines. 



131 



Sample Page of Instfuction Paper. Winng and Bellwork. 



AND BELL WORK. 



829 



ARRANGEMElXr OF BELL CIRCUITS. 

1307. A simple bell circuit is shown in Fig. 497. A 
battery of two Leclanche cells c^ c connected in series fur- 
nishes current to the bell 



a_S: 






/;, located at any part of 
the house, and the push- 
button / is placed at any 
convenient point. 

1308. It is frequent- 
ly necessary to ring two 
or more bells from one 
push-button, and there 
are two methods of ac- 
complishing this. One is fig. 497, 
to connect the bells in multiple-arc across the leads, as in 
Fig. 498, so that each one is independent of the others, 
5 5; 1 ^__s^ I the bells a^ b being on sep- 



@ 



Lil|^li. 







arate circuits. The bat- 
tery B is represented in 
this diagram in the manner 
generally adopted, the fine 
line indicating the carbon 
of the cell and the heavy 
line the zinc. The other 
method, making use of a 
series arrangement, is 
shown in Fig. 499. This 
is often preferred to the first method, because there is 
usually a saving of wire in its employment, but it is neces- 
sary to change all but one ^ g ^ 

of the bells to single 
stroke, as already ex- 
plained. The reason for 
this is that unless the bells 
were exactly similar in \ — (oy 
their adjustment, the 



Fig. 



^— St 



Fig. 499. 

period of vibration, or rate of swing, of the armatures 
would be different, and the interference would prevent 

132 



Sample Page of Question Paper. Wiring and Bellwork. 

AND BELL WORK. 889 

(773) It is proposed to supply current, by means of a 
No. 8 wire, to thirty-six 32 c.p. lamps mounted on a chan- 
delier at a distance of 75 feet from the distributing-box, the 
allowable loss being 3.5 volts. Will this size of wire be 
correct ? Give reasons for your answer. 

(774) What consideration should apply in deciding upon 
the location of the distributing-boxes for inside electric-light 
wiring ? 

(775) What alteration is necessary to a vibrating bell in 
order to change it to one giving a single stroke ? 

(776) What size wire is generally used in annunciator 
work {a) for the leading wires ? {/?) for the battery wire ? 

(777) AVhat size wire is necessary for a 110-volt loop 
circuit around the walls of a room 45 feet long by 38 feet 
broad, thirty-two 16 c.p. lamps being used, and a drop of 
14- per cent, being allowed ? Ans. No. 8 B. & S. 

(778) In what class of Avork is the megohm used ? 

(779) What precautions should be taken when electric 
light wires are passed through a wall or partition ? 

(780) A cluster of lights, consisting of ten 16 c.p. lamps 
and three 32 c.p. lamps, is installed on a 55-volt circuit. A 
line loss of 2.5 per cent, is allowed, the length of line from 
closet to lamps being 110 feet. What size wire must be 
used ? ■ Ans. No. 6 B. & S. 

(781) Explain the action of a bu-zzer. 

(782) What arrangement may be used to give notice of 
a short-circuit on a gas-lighting system operated by a 
battery ? 

(783) The feeders in a 110-volt lighting circuit are 135 
feet in length, and supply current to two hundred and forty 
16 c.p. lamps, with a drop of 2 volts. What is the size of 
conductor in circular mils ? Ans. 174,960 circ. mils. 

(784) What are the respective advantages of acid and 
resin as a soldering flux ? 

(785) What is the object of the neutral wire in the three- 
wire system ? 

133 



RAILWAY ECONOMICS. 



Railroad officials recognize the fact that the running expenses depend on 
the efficiency of the employes, and act accordingly. The firemen that secure 
promotion are those who can, by proper firing, lessen the smoke nuisance and 
prevent waste of fuel. The engineers that are singled out for the best runs are 
those who can run an engine "on time" ; who, when a breakdown occurs, can 
make temporary repairs that will enable them to get into ** clear" in the 
quickest time possible; and who, when it becomes necessary to report work on 
the engine, can do so intelligently, and thus save much time and expense. 
The mechanics that are sure to advance are those who can readily adapt them- 
selves to new conditions and take charge of new machines or handle any job 
in repairing. In short, the demand is for men that combine theoretical knowl- 
edge and practical experience. Progress is the watchword in railroading, and 
unless a man keeps **up to the times" he will sooner or later have his foothold 
knocked from under him and go down and out. 

In no way can the railroad employe so thoroughly and quickly equip 
himself for the performance of his present duties and thus prepare himself 
for advancement, as through our Railway Courses. 



^^' 




One of the Locomoti"\ 



The International Correspondence Schools offer the ambitious railroad 
employe his choice of four Courses of instruction in railway work. 

The Locomotive Running Course is intended for engineers and firemen only. 
It includes thorough and complete instruction in Locomotive Boilers; Steam, 
Cylinders^ and Valve Gears; Locomotive Management, Lncluding Breakdowns; 
Compound Locomotives; The Westinghouse Air Brake; The New York Air Brake; 
Train Rules; Car Heating; Car Lighting; and Tlie Electric Headlight. 

The Trainmen' s Course includes instruction in The Westinghouse Air Brake, 
The New York Air Brake, Train Rules, Car Heating, and Car Lighting. The 
Course is intended for conductors, baggage masters, brakemen, car inspectors, etc. 

The Air Brake Course will give air-brake inspectors, repairmen, machinists, 
roundhouse foremen, etc., a thorough knowledge of the construction and 
operation of all parts of the air-brake system. It includes complete instruction 
in The Westinghouse Air Brake and The New York Air Brake. 

The Mechanical-Locomotive Course gives thorough instruction in applied 
mechanics, machine design, and the details of construction and principles of 
operation of locomotives and train apparatus. It is intended for master 
mechanics, foremen, draftsmen, and machinists in railway machine shops, 
and enginemen that wish to qualify for positions in the mechanical depart- 
ments of railroads. 



SYSTEM OF INSTRUCTION. 

Our method of instruction has many advantages to the railroader. He is 
the whole class; he has his Instructor's undivided attention. He can carry 
our written explanations everywhere with him, and can study in his spare 
moments, wherever he may be. He can take as much time as he likes to 
study. lie remembers what he learns, because he has to write out the 
answers to questions in his own words; also, this method enables the In- 
structor to readily detect his weak points and so render him efficient assistance. 
If the student meets with difficulty, he is given special instruction, free of all 
extra charge. Our Eailway Instruction Papers are models of simplicity and 
clearness. With the exception of the Mechanical-Locomotive, the Railway 
Courses contain no mathematics whatever. 

The work of the Schools is entirely separate and distinct from the instruc- 
tion furnished on the ordinary railway instruction car. The latter gives such 
a mass of information at one time that the engineman or trainman frequently 
becomes confused and misses much that he really should know. Our Instruc- 
tion Papers, on the other hand, present everything systematically and clearly, 
and are supplemented by stereopticon lectures, colored slides, models, and 
actual working train apparatus. Ordinary instruction cars aim to give instruc- 
tion in the methods followed on their particular road; we teach our students 
the principles underlying the operations of engines and train apparatus. 




One of the Six Air-Brake Instruction Cars. 



Perliaps the best evidence of the success of our Railway Department is that 
the following railroad companies, representing nearly 75,000 miles of track, 
have made special arrangements with as for the education of their employes: 



Ann Arbor E,. R. 

Atchison, Topeka & Santa Fe Rv. 

Baltimore & Ohio R. R. 

Baltimore & Ohio Southwestern Ry. 

Bangor & Aroostook R. R. 

Burlington, Cedar Rapids & Northern Ry. 

Canada Atlantic Ry. 

Canadian Pacific Ry. Co. 

Chicago & Northwestern Ry. 

Chicago Great Western Ry. 

Chicago, Indianapolis & Louisville Ry. 

Chicago, Rock Island & Pacific Ry. 

Chicago, Rock Island & Texas Ry. 

Chicago, St. Paul, Minneapolis & Omaha Ry 

Cincinnati Northern R. R. 

Cleveland, Lorain & Wheeling Ry. 

Cleveland Terminal & Valley R. R. 

Colorado Midland Ry. 

Colorado & Southern Ry. 

Delaware & Hudson Co. 

Delaware, Lackawanna & Western R. R. 

Des Moines Union Ry. 

Detroit & Mackinac Rv. 

Florence & Cripple Creek R. R. 

Fort Worth & Denver City R. R. 

Fremont, Elkhorn & Mo. Valley R. R, 

George's Creek & Cumberland R. R. 

Gulf, Colorado & Santa Fe Ry. 

Iowa Central Ry. 

Kansas City & Northern Connecting R. R. 



Kansas City & Omaha Ry. 

Kansas City Suburban Belt R. R. 

Lake Superior & Ishpeming Ry. 

Louisville, Evansville & St. Louis Con. R. R. 

Midland Terminal Ry. 

Minneapolis & St. Louis R. R. 

Minneapolis, St. Paul & Sault Ste M. Rv. 

Omaha, Kansas City & Eastern R. R. 

Oregon Short Line R. R. 

Patten & Sherman R. R. 

Pere Marquette R. R. 

Quebec & Lake St. John Ry. 

Quebec Central Ry. 

Rio Grande Western Ry. 

Rock Island & Peoria Ry. 

St. Joseph & Grand Island Ry. 

St. Joseph Terminal R. R. 

St. Joseph Stock Yards Co. 

St. Louis & San Francisco R. R. 

San Francisco & San Joaquin Valley Ry. 

Santa Fe Pacific R. R. 

Sherman, Shreveport & Southern Ry. 

Sioux City & Pacific R. R. 

Southern California R. R. 

Southern Indiana Ry. 

Texas Midland R. R. 

Union Pacific R. R. 

W^inona & Western Ry. 

Wisconsin Central Ry. 



135 



SYSTEM OF INSTRUCTION. 

Instruction in the Railway Courses is carried on: (1) by regular Instruc- 
tion and Question Papers; (2) by illustrated lectures in special cars; (3) by 
traveling instructors, who periodically visit the railroad division points. 

When the student enrolls he is sent the first and second Instruction Papers, 
with their accompanying Question Papers. He studies the first Instruction 
Paper until he feels himself master of it. He then answers, in writing, the 
questions asked on that Paper, sends them to the Schools for examination and 
correction, and continues with his second Paper. At the Schools these answers 
are carefully examined by the Principals and their assistants, who note their 
corrections in red ink, and return the student his work, together with sugges- 
tions for improvement. This is accompanied with a third Instruction and 

Question Paper; the student 
thus has always an Instruc- 
tion Paper to study from. 
The same order is observed 
untilhe receives hisDiploma. 
No work is allowed to pass 
until it receives a mark of at 
least 90 per cent. 

If a student meets with 
difficulty, we give him 
prompt assistance, and, if he 
wishes, assign him a ' 'Special 
Instructor." No matter how 
long it may take, we guar- 
antee to teach any railroad 
man until he is competent 
to pass any required exami- 
nation, provided he will 
study as we direct. 

The Schools' regular in- 
struction work is supple- 
mented by specially built 
instruction cars, w^hich are 
continually traveling over 
the lines of railroad com- 
panies with whom we have 
agreements, giving illus- 
trated lectures to our rail- 
way students. The cars are 
equipped with a Pyle electric 
headlight, a complete air- 
brake outfit for a train of 
fifty cars, and an air-signal- 
ing system for a train of ten 
cars — all in actual working order. The cars also contain apparatus of all kinds, 
including sectional models of a brake valve, plain and quick-action triple, and 
9^-inch air pump, which work in tandem with the regular apparatus, thus 
showing the actual operation of the parts perfectly. In the lectures, a stere- 
opticon and several hundred slides, many of them colored, are used to demon- 
strate the action of locomotive and air-brake mechanisms. 

Moreover, to facilitate instruction, the territory covered by the instruction 
cars is divided into some thirty districts, each apportioned into nine divisions. 
Over each district a traveling instructor is appointed — usually an engineer 
specially trained for the work — who covers his district once a month, spending 
three days at each division point, for the purpose of instructing our students 
and of receiving enrollments. In this way, the student is afforded an 
excellent opportunity to ask questions regarding his studies and to receive 
expert practical advice. 






Boiler Room of Instrl-ctiox cak No. 105. 



FIREMEN. 



The fireiimii nowadays must be a great deal more than a **coal heaver." 
He must use his head as well as his hands. To be a success as a fireman, he 
must be "light" on coal — an economical fireman is often able to save his pay 
each month to the company. He must keep his engine clean and his fire in 
good condition, prevent as far as possible tlie smoke nui.sance, and get the 
greatest quantity of steam out of the least amount of coal. The "pooling 
system" makes it necessary that the fireman know more than how to merely 
handle one boiler under one set of conditions — an unskilful fireman can do 
more to decrease the efiiciency of a locomotive than the skilful designer can 
do to improve it. To properly perform his duties and put himself in line for 
promotion to the right-hand side of the cab, the fireman must have a sound 
theoretical as well as a practical knowledge of the machinery and apparatus 
with which he has to deal. 

His hope of promotion depends on his success when being examined by 
his master mechanic or superintendent. These examinations are constantly 




View From Rear of Car 105, Showing Air-Brake Equipment for 50 Cars. 

being made stricter, especially in the matter of air-brake equipment. Many 
bright men, well up in matters pertaining to the engine proper, are daily being 
"turned down" through lack of air-brake knowledge. The fact that a man 
has failed in an examination is apt to tell against him later on; it behooves 
every fireman, therefore, to prepare himself for examination now, so that when 
his turn comes he will not be found wanting. 

In no way can the fireman so quickly meet present conditions and prepare 
himself for advancement as through our Locomotive Running Course (see 
page 13). In this Course, he gets a thorough knowledge of boilers and their 
attachments and the best methods of firing and feeding; of the construction and 
operation of cylinders and valve gears; of the management of locomotives; and 
of the construction and operation of all kinds of engine and air-brake apparatus. 
This knowledge is presented so systematically that he learns to express him- 
self clearly — an accomplishment of great importance in an examination. 

137 



ENGINEERS. 



To find favor with his superior oflScers and secure for himself the plums of 
railway service, the engineer must know how to handle his engine to the best 
advantage — to come in *'on time," and show economy of coal, water, and oil. 
He niust keep up with all improvements in railroad work, and be able to 
intelligently direct his fireman. He must know his engine thoroughly — many 
railroad accidents result from a failure to minutely inspect locomotives before 
the trip is begun. He must understand the air brake in all its details, and be 
familiar with its "diseases" and their remedies. He should also have a 
thorough knowledge of how to handle breakdowns. The engineer that can 
get his engine in running shape without unnecessary delay, when trouble 
occurs, and keep it out of the shop, is surely lining up for promotion. 

The Schools' Locomotive Eunning Course gives the engineer full instruc- 
tion on the construction and management of the locomotive and its various 
appliances and fittings. The Course treats fully of the construction and 
handling of the chief types of injectors and lubricators. It also gives thorough 




View From Front of Car 105, Showing Arrangement of Brake Valves. 

instruction in breakdowns, telling the engineer — in as clear and simple a 
manner as illustrations, text, and lectures can make it (see page 4) — just what 
to do when an accident befalls his engine while on the road. Complete 
instruction is given in the construction and operation of the air brake — either 
the Westinghouse or the New York air-brake system, or both, if preferred (see 
page 13) — with its allied equipments, the train-signaling system. The student 
is taught how to handle air brakes under all conditions; how to locate and 
remedy trouble in the air-brake system; and how to use the modern high- 
speed brake apparatus. He is moreover given thorough instruction in the 
mechanism for controlling and regulating the steam-heating apparatus; in 
the correct preparation of reports, the proper and intelligent use of train orders, 
etc. — in fact, in everything pertaining to working a train. Through this Course 
the engineer is fitted to pass any railroad examination, or is qualified to fill 
the highest places in his chosen profession. 

138 



TRAINMEN AND AIR-BRAKE MEN. 

The great improvements made in the devices used in controlling long 
freight and fast passenger trains have called for men of special skill and ability 
to handle them efficiently. All men in train service should have a definite 
knowledge of the operation of the automatic air brake when in good order, 
and of how to locate and remedy defects and breakdowns. As no one will be 
allowed to take charge of an important train until he has proved his capability, 
it is not easy to overestimate the importance of a thorough knowledge of brakes 
under all conditions. The conductor's or brakeman's chances of promotion 
depend entirely on their reputation for intelligence and efficiency. 

In our Trainmen's Course, conductors, brakemen, car inspectors, etc. will 
get such a knowledge of train apparatus as will enable them not only to fill 
their present positions with the utmost satisfaction, but also to qualify them- 




Front View of Air-Brake Instruction Room. 



selves rapidly for promotion. In this Course, they are given careful instruc- 
tion in all air-brake apparatus with which they have to deal, and learn how to 
detect and remedy defects. They also receive thorough instruction in the con- 
struction, operation, and defects of train-signaling apparatus, and of the high- 
speed automatic reducing valves and safety valves; also, in the different methods 
of car heating by steam; in the Pintsch gas and electric car-lighting systems; 
and in the water-raising system (the use of compressed air to raise water for 
toilets and other purposes). The Course is simple, clear, and concise. 

In our Air Brake Course, railroad men generally— and especially foremen, 
air-brake inspectors, machinists, air-brake repairmen, hostlers, engine wipers, 
etc. — will find a most valuable stepping stone to some higher and more respon- 
sible position. This Course treats thoroughly also of train air signaling, the 
water brake, the Sweeney air compressor, the high-speed brake, with its latest 
improvements, leverage, braking power, etc. — in fact, everything past and 
present in air-brake practice. With the information contained in this Course, 
any railroad man can pass any examination on the air brake. 

139 



THE MECHANICAL-LOCOMOTIVE COURSE 

The Mechanical-Locomotive Course is especially adapted to the needs of all 
those concerned with the designing or running of locomotives, and in a general 
way with their construction. It includes everything taught in the Locomotive 
Running Course, and gives, besides, instruction in mathematics, mechanics, 
mechanical drawing, and machine design. The different types of locomotives 
and cars, valve gears, combustion, generation of steam, boilers, engines, and 
the construction and operation of dynamos and motors, are fully treated. 

Through this Course the master mechanic will be able not only to keep in 
advance of his men, but also to take advantage of anything likely to increase the 
efficiency of his department. Moreover, the information gained will qualify 
him for the position of division master mechanic, superintendent, or any other 
position where a knowledge of drawing and mechanical details is necessary. 




Air-Beake Instruction Room, Showing IIigh-Sfeed Brakes and Air-Signal Equipment. 



Roundhouse foremen wdll find the Course an excellent means of fitting 
themselves for the position of master mechanic or superintendent of motive 
power. Machine-shop foremen and machinists will, through the information 
given, get a thorough knowledge of how to read drawings, and of the mechan- 
ical and scientific principles involved in their work. The value of such 
knowledge to the machinist can scarcely be overestimated. It will speedily 
advance him to a position as general foreman, superintendent, or manager. 
This Course also affords the young machinist or apprentice a most excellent 
chance to advance himself. By devoting himself to the mechanical part of his 
Course, he can qualify for a better position and more salary in the machine 
shop; or, by taking up the drawing portions of his Course first, he can easily 
secure a good position in the drafting room of the astablishment. 

The locomotive draftsman that is handicapped by his lack of knowledge of 
scientific and mechanical principles can, by studying the Mechanical-Locomo- 
tive Course, get a thorough knowledge of mechanics and the principles of 
design, and become a first-class locomotive designer. 

140 



CHICAGO AIR-BRAKE INSTRUCTION ROOM. 

In order to accommodate the large number of our railway students living- 
in and around Chicago — as well as such of our students from a distance as 
wish to avail themselves of the privilege — The International Correspondence 
Schools' Railway Department has established a complete air-brake instruction 
room, located in the Manhattan Building, at 321 Dearborn Street, Chicago, 111. 

In this instruction room, lectures are given daily in air-brake and locomo- 
tive practice; while, for the benefit of those students that cannot attend the 
lectures, competent instructors are constantly in attendance, who will gladly 
answer any and all questions on the air brake and its equipment. 

The equipment of the instruction room consists of 60 freight brakes, 3^ 
feet of piping for each brake; and 6 passenger brakes, having 12-inch cylinders 
and complete high-speed equipment, with 60 feet of train pipe to each car. 




Air-BPwAKE Instruction Room, Showing Operation of 60-Car Train. 

There are two complete engine equipments, one of them with all the high- 
speed attachments, and the other a plain driver and tender brake, so arranged 
that they can be used either as a double-header or singly. The room is 
equipped also with a 10-car air-signal line. Also, the equipment has all the 
various sectional valves necessary to explain the internal construction and 
operation of the automatic brake; many of these sectional valves are arranged 
to work in tandem with the operative Valves. The "tandems" consist of an 
F-6 engineer's triple valve; a plain triple valve; a quick-action triple valve, 
attached to a sectional freight brake so connected that the piston in the sec- 
tional cylinder is operated by air pressure; and a 9J-inch air pump, having a 
sectional head operated by the valves in the live head. There is also a full 
equipment of sectional valves of every kind used by the Westinghouse auto- 
matic brake, which are conveniently arranged for instruction purposes. There 
are four main reservoirs, each 14,000 cubic inches volume, so arranged that one, 
two, three, or all four can be coupled to the brake valve at once, thus showing 
the advantages and defects of large and small main-reservoir volumes. 



BOUND VOLUMES OF INSTRUCTION PAPERS. 

Realizing the great value of the Instruction Papers to those that have 
studied them, and the desirability of preserving them for reference, the Schools 
have reprinted them on special paper, inserted colored plates, and bound them 
into handsome half-leather volumes. They are now furnished to the student 
by The Colliery Engineer Company as soon as he enrolls, if he pays for his 
Scholarship in cash, or as soon as he has made the second installment pay- 
ment on his Course. So long as he lives up to his contract they cannot be 
taken from him. They are a duplicate set of the Instruction and Question 
Papers sent to the student throughout his Course, and are supplied in addition 
to them. They constitute an unequalled reference library. 

The Bound Yokimes of the following Courses are in process of preparation, 
and will be furnished to the student as soon as completed. The volumes are 
profusely illustrated with cuts of apparatus, diagrams, etc. Most of the Papers 
contain numerous beautiful Plates, printed in eight colors, clearly illustrating 
the air-brake system in all its details. 

Locomotive Running Course. 

The Bound Volumes of this Course include the following subjects: Locomo- 
tive Boilers; Steam, CijUnders, and Valve Gears; Locomotive Management, Including 



One of Ouk Courses in Bound Form. 

Breakdowns; Compound Locomotives; The Westinghouse Air Brake; The New York 
Air Brake; Train Rules; Car Heating; Car Lighting; and The Electric Headlight. 

Air Brake Course. 

The subjects treated in this Course are The Westinghouse Air Brake and 
The New York Air Brake. 

Trainmen's Course. 

In this Course the Bound Volumes include The Westinghouse Air Brake, 
The New York Air Brake, Train Rules, Car Heating, and Car Lighting. 

riechanicaULocomotive Course. 

The Bound Volumes of this Course include all the Papers of the Locomotive 
Running Course, as well as the following additional Papers: Arithmetic, 
Formulas, Geometrical Drawing, Mechanical Drawing, Geometry and Trigonometry, 
Elementary Mechanics, Hydromechanics, Algebra, Logarithms, Pneumatics, Heat, 
Steam and Steam Engines, Strength of Materials, Applied Mechanics, Steam Boilers, 
Machine Design, Dynamos and Motors. 

142 



SYNOPSES OF SUBJECTS 

Taught in the Locomotive Running Course. 



In the Locomotive Running Course, the study of the following subjects is 
optional: Either of the Air-Brake systems, Car Heating, Car Lighting, and The 
Electric Headlight. On the completion of the required subjects, and after pass- 
ing a satisfactory examination, the student will be awarded the vSchools' 
Diploma, which will show the subjects he studied. If he completes one or 
more of the optional studies, these also will be shown on the Diploma. 

LOCOMOTIVE BOILERS. 

{2 Parts, 157 Pages, 91 Illustrations.) 
Part I. 

Types of Boilers.— Straight Top, Belpaire, Wagon Top, Extended Wagon Top, Wide Firebox. 
Construction of Boilers.— The Firebox: Water Legs, Stay bolts— Methods of Staying Crown Sheets: 
€rown-Bar Method, Radial-Stay Method— Grates: Rocking Grate, Water Grates— The Firebrick 
Arch— The Tubes— Heating Surface— Grate Area— The Smokebox: Short Smokebox, Extension 
Front— Draft Appliances: The Petticoat Pipe, The Deflector Plate, The Smokestack, Exhaust 
Pipes, The Blower. Poor Steaming Engines.— Geneva,} Remarks— Insuflflcient Draft — Heat Not 
Properly Utilized— Poor Management. Combustion and Firing. — Chemical Elements and Com- 
pounds: Elements; The Compounds, Water, Coal, and Wood; Mixtures— Chemical Combination: 
General Principles, Combination by Weight— Combustion: Definition, Carbon and Hydrogen, 
Air Required for Complete Combustion, Heat of Combustion, Temperature of Combustion, 
Combustion of Coal— Smoke: Formation of Smoke, Prevention of Smoke— Firing: Preparation of 
Bituminous Coal, Systems of Firing, Heavy Firing, Formation of Clinker, Shaking the Grates 
When to Fire, Good Firing. 

Part II. 

Boiler Attachments.— Ganges: Gauge-Cocks and Water Gauge, Steam Gauge— Safety Valves: 
Crosby Valve, Meady Muffled Valve— Injectors: Nathan Non-Lifting Injector, Lifting Injectors, 
Ohio Injector, Sellers Injector, Monitor Injector, Mack Injector, Metropolitan Injector, Han- 
cock Inspirator— Injector Troubles— Sight- Feed Lubricators: Principle of Operation, Nathan 
Lubricator, Detroit Lubricator, Michigan Lubricator, Lubricator Troubles, The Lackawanna 
Lubricator, Location of Lubricator, Piping for Lubricator, Care of Lubricator, Independent 
Air-Pump Lubricators— Train-Heating Apparatus: Stop- Valve (Gold System), Pressure Regula- 
tor (Gold System), Stop- Valve (Safety Car-Heating System), Pressure Regulator (Safety Car- 
Heating System). Boiler Feeding and Management— Water Circulation— Feeding the Boiler- 
Foaming and Priming: Foaming, Priming— Low Water — Oil in Boilers— Scale and Mud: 
Prevention of Scale— Corrosion— Blowing Off— Excessive Pressure— Collapsed Flues — Boiler 
Inspection— Boiler Explosions. 

STEAM, CYLINDERS, AND VALVE GEARS. 

{£ Parts, 1U5 Pages, 17 If Illustrations.) 
Part I. 
Work and Energy.— Wor'k: Unit of Work, Power— Energy : Kinetic Energy, Potential Energy, 
Transformation of Energy, Conservation of Energy. Heat: Effects and Measurement.— B.eat: 
Temperature, Thermometers and How to Read Them— Effects of Heat: Sensible and Latent 
Heat — Measurement of Heat: Unit of Heat, Relation Between Heat and Work. Steain and the 
Steam Engine.— Steam: The Formation of Steam, Saturated Steam, Superheated Steam, Wet and 
Dry Steam, Wiredrawn Steam, Properties of Saturated Steam, Table of the Properties of 
Saturated Steam— The Steam Engine: Work Done by Steam, The Steam Cylinder, Cylinder and 
Slide Valve, The Steam Engine, Diagrams of a Slide- Valve Engine, iocomoh'ves.- Classification 
of Locomotives: Passenger and Freight Locomotives, Locomotives for Special Service, Gauge 
of Track- Details of Construction: Frames, Wedges and Shoes, Attaching Boiler to Frame, 
Equalizers, Driving Axles and Wheels, Setting Up Wedges, Engine Trucks. 
I 

143 



SYNOPSES OF SUBJECTS 

Taught in the Locomotive Running Course. 



STEAM, CYLINDERS, AND VALVE GEARS. 
Continued. 

Part II. 
Steam-Pipe Connections and Cylinders. — Dome, Throttle Valve, and Steam Pipes: Parts 
Assembled, The Dome, Throttle Valves, Steam Pipes— Cylinder Saddle and Cylinders: The 
Cylinder Saddle, Cylinders, Cylinder and Steam Chest. Driving Gear.— Parts Assembled— The 
Steam Piston: Old-Style Piston, Modern Types, Metallic Rod Packing— Crosshead and Guides: 
Function of Crosshead and Guides, Types of Crossheads and Guides— Connecting Rods: Func- 
tion of the Connecting Rods, Main Rods, Side Rods, Keying Rods. The Valve Gear.— Functions 
of Valve Gear- Parts Assembled— Eccentric and Strap: Eccentric, Eccentric Strap— The Link : 
Functions of the Link, Construction of the Link— The Rocker— Tumbling Shaft— Operation of 
the Valve Gear: Reversing the Engine, Changing the Point of Cut-Off. Fa^ves.— Slide Valve: 
Locomotive Types, Events of the Stroke, Effects of Changing the Lap, Lead— The Allen Valve: 
.Construction and Operation, Double-Ported Valve— Balanced Valves: Necessity of Balancing, 
Richardson Balanced Valve, American Balanced Valve, Piston Valves— Setting Slide Valves: 
Precautions Before Setting, Finding the Dead Center, Marking Port Marks, Determining the 
Length of Valve Rod, Trying the Lead, Determining Whether Eccentric Rods Are of Proper 
Length, Determining the Point of Cut-Off, Adjusting the Cut-Off, Slipped Eccentrics. 

COMPOUND LOCOMOTIVES. 

{86 Pages, 1^9 Illustrations. ) 
Description, Operation, and Operating.— Genersd Discussion: Deiinitions, Difference Between 
Compound and Simple Locomotives, Advantages of the Compound, How Economy is Effected, 
Degree of Economy Effected, Early Failures, Prominent Types— Baldwin (Vauclain) System: 
Description, Piston Valves, Valve Bush, Steam Chest— Operation: Forward Stroke, Backward 
Stroke, General Arrangement of Starting-Valve Gear, Construction of Starting Valve, Operation 
of Starting Gear, Relief Valves— Operating: Handling Cylinder-Cock Lever, Handling Reverse 
Lever, Handling a Vauclain— Breakdowns: Broken Main Rod, Broken High-Pressure Piston 
Rod, Broken Low-Pressure Piston Rod, Broken Valve Stem, Other Breakdowns— Baldwin Two- 
Cylinder Compound: General Arrangement, Intercepting Valve, Reducing Valve, Operating 
Valve, Operation— Breakdowns: Broken Main Rod, Broken Valve Stem, Failure of Intercept- 
ing or Reducing Valves— Richmond Compound: General Arrangement, Arrangement of 
Intercepting Valve, Etc., Details of Intercepting Valve, Details of Reducing Valve, Operation 
of Reducing Valve, Operation— Operating and Protective Devices: Operating Valve, Over-Pass 
Valves, Automatic Air Discharge Valve— Operating: Starting a Train, Use of Operating Valve, 
Reverse Lever and Throttle, Drifting, Oiling Cylinders and Valves— Breakdowns: Broken Main 
Rod, Broken Valve Stem — Schenectady Compound: General Arrangement, Arrangement of the 
Valves and Passages, Intercepting Valve, Reducing Valve, Emergency Exhaust Valve — 
Operation: Working Compound, Working Simple, Changing From Compound to Simple, 
Changing From Simple to Compound— Operating: Working Compound, Working Simple- 
Breakdowns: Broken Main Rod, Broken Valve Stem— Pittsburg Compound: General Arrange- 
ment, Arrangement of the Valves and Passages, Intercepting Valve, Operation of Intercepting 
Valve, Reducing Valve — Operation: Working Simple, Working Compound— Operating: Work- 
ing Compound, Working Simple, Changing From Compound to Simple, Care of Locomotive- 
Breakdowns: Broken Main Rod, Broken Valve Stem. 

THE WESTINGHOUSE AIR BRAKE. 

(4 Parts, 212 Pages, 88 Illustrations, 15 Colored Plates.) 
Part I. 
Historical.— The Straight- Air Brake— The Automatic Brake. Westinghouse Automatic Air 
Brake.— Genersd Arrangement of Brake: Air Pump, Pump Governor, Main Reservoir, Engineer's 
Brake Valve, Air Gauge, Cut-Out Cock, Train Pipe and Attachments, Auxiliary Reservoir, 
Brake Cylinder, Triple and Conductor's Valves, Drain Cups— Main Reservoir: Size and Loca- 
tion—Duplex Air Gauge: Principle of Working and Operation— Pump Governors: Description 

144 



SYNOPSES OF SUBJECTS 

Taught in the Locomotive Running Course. 



THE WESTINGHOUSE AIR BRAKE. 
Continued. 

and Operation of Governor— The 8-Inch Air Pump: The Steam Cylinder, The Air Cylinder— 
The 9i-Inch Air Pump: Description and Operation of the Steam Cylinder, Description and 
Operation of the Air Cylinder — The Plain Triple Valve: Description, Action of Parts, Duties of 
the TripleValve— The Quick- Action Triple Valve: Description, Service Partof Triple, Emergency 
Part of Triple— Freight and Passenger Equipments— Train-Pipe Couplings— Retaining Valve: 
Duty and Operation— Engineer's D-8 Brake Valve: Description, Equalizing Reservoir, Brake- 
Valve Positions, Operation of D-8 Brake Valve— Engineer's D-5, E-6, or F-S Brake Valve: 
Description and Operation. 

Part II. 
Defects and Their Remedies. — The Pump Governor: Improved Governor, Old-Style Governor, 
Cutting Out a Governor— Pumps: Packing the Pump, Oiling the Pump, Cleaning Out the Pump, 
Running the Pump, Lift of the Air Valves, Working Temperature of Pump, Excessive Heating 
of Pump, Pounding in Pump, 9i-Inch Pump Blowing, 8-Inch Pump Blowing, 9i-Inch Pump 
Stops, 8-Inch Pump Stops— Quick-Action Triple Valve: Time Required to Charge Auxiliaries, 
EfEect of Train-Pipe and Auxiliary Leaks, Importance of Graduating Valve, Triple- Valve 
Leaks and Defects— Plain Triple Valve: Where Used, Leaks and Other Defects— Care of Triples 
—Freight Equipment: Leaks and Other Defects, Care of Equipment— Retaining Valve: Its 
Duty and Operation, Gains Due to Use of Retaining Valve, Leaks and Defects— D-8 Brake 
Valve: Defects, Excess-Pressure Valve Faults, Recharging Short Train- F-6 Brake Valve: 
Testing, Leaks and Other Defects— Care of Engineer's Valves— The Equalizing Reservoir: Its 
Importance, Effects of Leaks, Making Service Stops From Emergency Position. 

Part III. 
Operating and Testing.— The Make-Up of a Train: General Considerations— Making Up 
Freight Trains: All- Air Train, Part-Air Train— Testing Brakes: Engine Equipment, Terminal 
Test of Train, Running Test, Temperature Test— Handling Trains: Service Stops, Emer- 
gency Stops— Running: Position of Brake Valve, Setting Out a Car, Picking Up Cars, Hose 
Bursting, Bleeding Brakes Off, Breaking in Two of the Train, Handling Trains on Long 
Down Grades, Quick Action During Service Reduction, Locating Defective Triple, Brakes 
Stuck On, Use of Sand, Wheels Sliding, Use of Conductor's Valve, Double-Heading— Piston 
Travel and Its Adjustment: Long and Short Travel, Equalization Tests, Brake-Cylinder 
Pressures, Running Travel, The Proper Piston Travel, Measuring the Piston Travel, Adjusting 
Brakes. Brake Gear.— Levers and Leverage: Simple Levers, Compound Levers, Laws of Levers 
Applied to Brake Gears— Brake Power: Pressures Applied to Brake Shoes, Calculation of 
Braking Power, Force Exerted in Brake Cylinder. 

Part IV. 
T)-ain Air-Signaling System.— Geneisd Arrangement of Apparatus— Description of Apparatus: 
Reducing Valve (Old Style), Reducing Valve (Improved), Car Discharge Valve, The Signal 
Valve— Signaling— Defects in the Signaling System: Signal Pipe Fails to Charge, No Exhaust 
From Discharge Valve, Whistle Fails to Blow, Whistle Gives One Long Blast, Whistle Blows 
When Brakes Are Released, Other Defects— Terminal Test of Air-Signal Apparatus: Testing 
Device. The High-Speed Brake. — High-Speed Service — General Arrangement of Apparatus: 
Changes Necessary in Car Equipment, Changes Necessary in Engine Equipment— Operation of 
Apparatus: Automatic Reducing Valve, Improved Automatic Reducing Valve, Safety Valve, 
Duplex Pump Governor, High-Speed Brake TripleValve, Special Cylinder Head, Feed- Valve 
Pipe Bracket— Operating the Brake: Making the Reductions, Brake Tests. Control of Heavy 
Freight J^-azns on &rades.—Westinghouse Schedule U Apparatus: General Arrangement, Operation 
of Apparatus — The Water Brake: Principles Involved, Construction of Brake, Operation of 
Parts, Operating the Brake— The Sweeney Air Compressor: Principles of Working, Construction 
of Compressor, Operating the Compressor. 



1 



SYNOPSES OF SUBJECTS 

Taught in the Locomotive Running Course. 



THE NEW YORK AIR BRAKE. 

{It Parts, 175 Pages, 65 Ilhistrations, Including Colored Plates.) 
Part I. 
Quick-Action Automatic Brake.— Generail Arrangement of Apparatus: The Essential Parts- 
Main Reservoir: Standard Sizes of Main Reservoir, Location of Main Reservoir— Duplex Air 
Gauge: Description, Principle of Working, Operation — Pump Governor: Description, Opera- 
tion—Duplex Air Pump: Steam Cylinders and Head— Air Cylinders: Description, Operation, 
Inspection— Plain Triple Valve: Names of Parts, Operation, Time Required to Charge an 
Auxiliary Reservoir, Application and Release of Brakes— Quick- Action Triple Valve: Descrip- 
tion, Operation, Service Application, Emergency Application— Freight and Passenger Equip- 
ments— Train-Pipe Couplings— Pressure-Retaining Valve— Engineer's Brake Valve: Description, 
Operation, Applying Brakes, Releasing Brakes, Emergency Application. 

Part II. 
Defects and Remedies. — The Pump Governor: Its Importance, Improved Governor, Cutting 
Out a Governor— The Air Pump: Packing the Pump, Oiling the Pump, Cleaning Out the Pump, 
Running the Pump, The Air Valves, Pump Temperature, Working Temperature, Excessive 
Heating the Pump, Pounding in Pump, Duplex Pump Stops, Duplex Pump Blowing— Quick- 
Action Triple Valve: Time Required to Charge Auxiliaries, Effect of Train- Pipe and Auxiliary 
Leaks, Importance of Graduating Valve, Triple Valve Leaks and Defects— Plain Triple Valve- 
Care of Triples: Cleaning, Oiling— Freight Equipments— Retaining Valve: Duties of This 
Valve, Gains Due to Its Use, Leaks and Defects— Brake Valve: Defects, Excess-Pressure Valve 
Faults, Care of Engineer's Valve, Supplementary Reservoir, Defects of Engineer's Valve. 

Part III. 
Operating and Testing.— The Make-Up of a Train: General Considerations, Effects of Slack, 
Effects of Unevenly Distributed Load, Effects of Length of Train Pipe— Making Up a Train: 
All-Air Train, Part-Air Train— Testing Brakes: Engine Equipment, Terminal Test of Train, 
Running Test, Temperature Test— Handling Trains: Service Stops, Emergency Stops— Run- 
ning: Position of Brake Valve, Setting Out a Car, Picking Up Cars, Hose Bursting, Bleeding 
Brakes Off, Breaking in Two of Train, Handling Trains on Long Down Grades, Quick Action 
During Service Reduction, Locating Defective Triple, Brakes Stuck On, Use of Sand, Wheels 
Sliding, Use of Conductor's Valve, Double Heading— Piston Travel and Its Adjustment: Long 
and Short Travel, Equalization Tests, Running Travel, Proper Piston Travel, Measuring the 
Piston Travel, Adjusting Brakes— Levers and Leverage: Simple Levers, Compound Levers, 
Laws of Levers Applied to Brake Gears— Brake Power: Pressure Applied to Brake Shoes, Calcu- 
lation of Braking Power. 

Part IV. 
Train Air-Signaling System.— Genersd Arrangement of Apparatus— Description of Apparatus: 
Signal Reducing Valve, Car Discharge-Valve, The Signal Valve— Signaling— Defects in the 
Signaling System: Signal Line Fails to Charge, No Exhaust from Discharge Valve, Whistle 
Fails to Blow, Whistle Gives One Long Blast, Whistle Blows and Brakes are Released, Other 
Defects— Terminal Test of Air-Signal Apparatus: Inspecting the Signal System, Testing Device, 
Testing Signal Valve, Testing Signal Line Pressure. Control of Heavily Loaded Trains on Grades.— 
New York High-Pressure Control Apparatus: General Arrangement, Duplex Governor, Special 
Triple, Action of the Parts, The Safety Valve, Use on Long Grades,, Tests Showing Time 
Required for Brake to Operate With 90 Pounds Train-Pipe Pressure— The Water Brake: Princi- 
ples Involved, Construction of Brake, Operation of Parts, Operation of Brake— Sweeney Air 
Compressor: Principles of Working, Construction of Compressor, Operating the Compressor. 

CAR LIGHTING. 

(60 Pages, 59 Illustrations.) 
The Pintsch System. — General Description— General Equipment— Gas Holder: Sizes of Gas 
Holders, Holder Valve— Regulator— Filling Valve— Pressure Gauge— Main Cock— Lamps: 
Description of Various Types, Action of the Lamps— Application of Equipment: Holders, 

14(; 



J 



SYNOPSES OF SUBJECTS 

Taught in the Locomotive Running Course. 



CAR LIGHTING.-Continued. 

Holder Valves, Regulator, Filling- Valve Bracket, Gauge Box, High-Pressure Piping, Low- 
I*res8ure Piping, Gaskets— Assembling the Lamps: Four-Arm Center Lamps, Bracket Lamps, 
Center Suspension Lamps, Platform and Vestibule Lamps, Putting on the Globes, Burners- 
Testing and Charging: Testing the Equipment, Filling the Holders for the First Time, 
Charging the Cars, Adjusting the Burners, Cleaning Out the Piping— Care of the Apparatus: 
Lighting Up, Extinguishing the Lights, Poor Checking, Unsteady Lights, Cluster Stopped Up, 
Dirt in Burner Tips, Dirty Lamps and Loss of Light, Leaks— Equipment of New Stock: General 
Hints— Lights Required for the Various Cars, Replacing Oil Lamps by Gas, Gas Consumption, 
Pressure in Holders, Length of Holders, Specification for Lamps, Ordering Material— Cost of 
System— Advantages of System— Process of Manufacture of the Gas: Generating the Gas, 
Compressing the Gas, Efaciency of Apparatus— Extent of System in Present Use. Electric 
Lighting. Storage Batteries: General Description, Battery Cells, Results of System— Axle 
Lighting System: General Description, Generator, Storage Batteries, Switchbox Wiring. 

TRAIN RULES. 

Introduction. — Purpose of Train Rules, Etc., By Whom Code is Prepared, Thoroughness of 
Code, Prime Reqtiisites in Railroading, Duties of Employes. Train iJwies.— Definitions: Vari- 
ous Kinds of Trains, Time Standard— Time-Tables: General Explanation, Government of 
Trains by Time-Table, Times Given on the Table, How Meeting and Passing Points are Indicated 
—Signal Rules— Train Signals: Engine Lights, Yard-Engine Lights, Markers, Trains Running in 
Sections, Double-Heading, Signal Given by Train Carrying Following-Section Signals, Engine 
Pushing Cars, Signaling From Cars to Engine, Protecting Workmen Under Engine, etc., Signals 
Imperfectly Displayed, Stopping at Flag Stations, Ringing Engine Bell— Classification of 
Trains— Movements of Trains. Train Orders.— Rules for Movement by Train Orders— Forms of 
Orders. Standard Code of American Sailway Association. Rules for Single Track. Rules for Move- 
ment by Train Orders. Forms of Train Orders. 

LOCOMOTIVE MANAGEMENT, INCLUDING BREAKDOWNS. 

Care of Locomotive.— T&cMng Boxes, Packing Glands, Care of Metallic Packing, Failure 
of Metallic Packing, Care of Head Lamps, Necessary Tools for Engine. Management. — Duties 
of Engineer Before Attaching His Engine to the Train, Starting Trains, Climbing Grades, 
Economy in the Use of Steam, Approaching Stations, Making Stops, Use of Sand, Running 
Engines in Cold Weather, Taking a Light Engine Over the Road, Hot Bearings, Hot Eccentric, 
Failure of Injectors on the Road, Leaky Throttle or Dry Pipe, Steam Leaking Into Cylinders 
—Pounds: Their Cause, and How to Locate Them — Cylinders Groaning — Blows: Their 
Cause, and How to Locate Them, Difference Between a Valve Blow and a Piston Blow, 
Test for Blows in a Piston Valve— Burst Steam Chest: The Cause and Prevention— Exhaust 
Out of Square — Failure of Spark- Arresting Devices or Ash Pan— Reverse Lever Caught at Short 
Cut-OfE— Off the Track— Collisions: How to Prevent When Possible, or Else to Reduce the Force 
of; Escaping Engine, and What to Do in Case of— Points on Which Engine is Carried. Break- 
do-uws.— Breakdowns Common to All Types: Disconnecting Rods, Reach-Rod Between Reverse 
Lever and Tumbling Shaft, Broken Link Lifter, Saddle Pin or Tumbling Shaft Arm, Broken Top 
or Bottom Rocker Arm, Broken Forward-Motion Eccentric Strap or Rod, Broken Back-Motion 
Eccentric Strap or Rod, Broken Valve Yoke, Test for Broken Valve Yoke, Broken Valve Yoke of 
Balance Valve, Broken Valve Stem Stuffing-Box Gland, Broken Valve or Valve Seat, Broken 
Steam Chest— Cause of Steam Chest Breaking, and How to Prevent— Broken Piston Stuffing- 
Box Stud and Lug of Gland, Broken Piston Rod, Broken Cylinder-Head Front End, Broken 
Steam Chest and Cylinder, Broken Main Crank Pin, Broken Strap at Back or Front End 
of Main Rod, Broken Guide, Broken Cross-Head, Broken Reverse Lever, Throttle Discon- 
nected and Open and Closed, Hole Knocked in Boiler, Pop Valve or Whistle Blown Off, 
Blow-Off Cock Blown Out or Broken Off, Broken or Burned-Off Grate Bars, Broken Frame, 
Broken Wedge Bolt, Broken Center Pin or Pony Truck, Broken Driving Box or Brass, Broken 
Axle on Engine, 4-Wheel Truck, Broken Wheel on Tank Truck, Broken Axle on Front Tank 

147 



SYNOPSES OF SUBJECTS 

Taught in the Locomotive Running Course. 



LOCOMOTIVE MANAGEMENT, INCLUDING BREAKDOWNS. 

Continued. 

Truck, Broken Pulling or Coupling Casting on Rear End of Tank. American Standard 8- Wheel. 
Broken Side Rod or Back Pin, Broken Tire on Main Driver, Broken Tire on Back Driver, 
Broken Main Axle, Broken Back Axle, Broken Main Spring or Hanger, Broken Equalizer, 
Broken Main Spring or Hanger on Wide Fire-Box, 8-Wheel Engine. Mogul.— Broken Baek- 
Sfection Side Rod, Broken Front Section of Side Rod, Broken Tire on the Main Driver, Broken 
Tire on the Front Driver, Broken Tire on the Back Driver, Broken Axle on the Main 
Driver, Broken Axle on the Front Driver, Broken Axle on the Back Driver, Broken Main 
Spring or Hanger, Broken Intermediate Equalizer, Broken Front End of Long Equalizer. 
Atlantic TVpe.— Broken Side Rod or Front Pin, Broken Tire on Main Driver, Broken Tire on 
Trailing Wheel, Broken Main Axle, Broken Front Axle, Broken Axle of Trailing Wheel, Broken 
Main Driving Spring, With Underhung Rigging, Broken Main Driving Spring Having Overhung 
Spring Rigging. Northwestern J^pe.— Broken Side Rod or Front Pin, Broken Tire on Main Driver, 
Broken Tire on Front Driver, Broken Tire on Trailing W' heel, Broken Main Axle, Broken 
Front Axle, Broken Trailing Axle, Broken Main Driving Spring, Broken Trailer Spring, Broken 
Trailer Spring Front Hanger, Broken Trailer Spring Back Hanger, Broken Cross-Equalizer. 
10-Wheel Engine.— BiokQn Front Section of Side Rod, Broken Back Section of Side Rod, Front 
Tire Broken, Broken Main Tire, Broken Back Tire, Broken Axle on Front Driver, Broken Axle 
on Main Driver, Broken Axle on Back Driver, Broken Main Spring on Narrow Fire-Box 
Engine, Broken Main Spring on Underhung Engine, Broken Spring or Spring-Hanger on 
Engine Truck. Consolidation.— Broken Section of Side Rod, Broken Middle Section of Side 
Rod, Broken Back Section of Side Rod, Broken Tire on Front Driving Wheel, Broken Tire on 
Second Driver, Broken Tire on Third or Main Driver, Broken Tire on Back Driver, Broken 
Front Driving Axle, Broken Axle on Second Driving Wheel, Broken Third or Main Axle, 
Broken Back Driving Axle, Broken Spring Hanger or Spring Over Second Driving Box. 

CAR HEATING. 

The Baker S^/stem.— Ordinary Baker Heaters, Circulating Drum, Car Piping, Circulating 
Action, Safety Vent, Baker Fireproof Heaters— Steam Attachment for Heater— Filling the 
Pipes- First Firing Up— Managing the Apparatus: Testing, Renewing, and Drawing Off the 
Water, Low Water, Conditions Aflecting Circulation, Vent Blowing Out, Starting and Managing 
the Fire, Testing the Circulation, Pressure Gauge— Blowing Through— Repairing the Apparatus. 
The Gold Si/stem.— General Scheme— Engine Equipment: Stop- Valve, Pressure Regulator— Hose 
Couplers— Car Equipment, Direct Steam: Train-Pipe Valve, Automatic Steam Trap, Vertical 
Steam Trap, Operating the System— Hot- Water System: Safety Valve, Operating the System- 
Hot- Water System (Using One Valve and Trap)— Direct Steam Storage System. Safety Com- 
pany's Systems.— 'Engine Equipment— Direct Steam System— Direct Steam System (Using Traps 
and End Train Pipe Valves)— Direct Steam Regulating System— Single Circulation Hot- Water 
System, with Single-Train Pipe— Double Circulation Hot- Water System, with Single-Train Pipe 
—Double Circulation Hot-Water System, with Return-Train Pipe. The Consolidated Company's 
Systems.— Engine Equipment— Direct Steam System— Ho^ Water System— Hot Water Commin- 
gler System. Water-Raising Service for Cars.— Use of Compressed Air from the Brake Sy.stem— 
Arrangement of Piping, Cocks, and Valves— Management and Care of Apparatus. 

THE ELECTRIC HEADLIGHT. 

The Pyle-National Electric Headlight.— Description and Operation of Engine and Dynamo: 
General Description— The Engine: General Description, The Engine Governor— The Dynamo: 
General Description— Precautions for Installing Engine and Dynamo— Care of Engine and 
Dynamo— Care of the Engine— Speed of the Engine and Dj-namo: Testing the Engine Governor 
—Taking up Lateral Motion in Shaft— Care of Dynamo— Description and Operation of Lamp- 
Lamp Connections— Trimming the Lamp— Regulating the Lamp— Adjusting the Clutch— Focus- 
ing the Lamp— Short Circuits— Precautions to be Observed— Incandescent Lami)s. 

14S 



Subjects Taught in the Trainmen's Course. 

The Westinghouse Air Brake, The New York Air Brake, Train Rtiles, 

Car Lighting, Car Heating. 

The Papers on the Air Brake are essentially the same as those of the Loco- 
motive Running Course, except that they deal mainly with the train air brake. 
The remaining subjects of the Course are the same as those of the same name 
in the Locomotive Running Course. The study of either of the air-brake 
sj'stems is optional. If, however, the student completes the study of both 
air-brake systems, the fact will be recorded in his Diploma. 



Subjects Taught in the Air Brake Course. 

The Westinghouse Air Brake, The New York Air Brake. 

The subjects taught in this Course are the same as those of the same name 
in the Locomotive Running Course. A student may study either or both of 
the air-brake systems. If he studies and passes our examinations on both, 
due mention of it will be made in his Diploma. 



Subjects Taught in the Mechanical-Locomotive Course. 

Arithmetic, Formulas, Geometrical Drawing, Mechanical Drawing, 

Geometry and Trigonometry, Elementary Mechanics, 

Hydromechanics, Algebra, Logarithms, Pneumatics, Heat, Steam and Steam Engines. 

Strength of Materials, Applied Mechanics, Steam Boilers, 

Machine Design, Dynamos and Motors, 

Locomotive Boilers, Steam, Cylinders, and Valve Gears, ComjKDund Locomotives, 

Locomotive Management, Including Breakdowns, 

The Westinghouse Air Brake, The New York Air Brake, Car Heating, Car Lighting, 

Train Rules, The Electric Headlight. 

This Course includes all the subjects taught in the Locomotive Running 
Course and the Complete Mechanical Course. Students have the option of 
taking either the Complete Mechanical portion first or the Locomotive 
Running portion. For full Synopses of the Complete Mechanical Course, send 
for the Mechanical Engineering Circular. 



Time Required to Complete the Courses. 

The time required to complete a Course in The International Correspond- 
ence Schools depends on the natural ability of the student, his previous 
education, habits of application, and the time devoted to study. It is not 
necessary, however, for the student to complete a Course before being able to 
apply his knowledge. Our subjects are so arranged and the information given 
is so systematic, clear, and practical, that the student can make immediate 
use of it in his work. Many of our most successful students have not yet 
completed their Courses. You earn while you learn, and the more you learn 
the more you will earn. We guarantee that the railway man, who successfully 
completes our Courses, is qualified to pass any railway examination. Failure 
is impossible under the Schools' method of instruction. 



149 



SAMPLE PAGE OF INSTRUCTION PAPER. 

STEAM, CYLINDERS, AND VALVE GEARS. 1' 



In Fig. 11, the cylinder saddle and cylinder are represented 
as transparent, in order to show the actual relative positions of 
the two passages. The steam ports a and b in the valve seat, 
situated between the ports c and x, and c and y, respectively. 
Fig. 8, have purposely been omitted in Fig. 11 so as to make 




Fig. 11. 

the figure clearer. It Avill be observed tliat steam from the 
steam pipes can pass to either port x or port y. 

There are several reasons for branching the steam passage: 
first, the steam being supplied to both ends of the steam chest 
can then pass equally well into either end of the cylinder; 
second, both half saddles and its cyHnder can be made from the 
same pattern; third, the cylinders can be used interchangeably. 

13. The cylinders are cast from a grade of cast iron that is 

150 



Sample Page of Instruction Paper. New York Air Brake. 
§ 15 THE NEW YORK AIR BRAKE. 29 



In the freight equipment, 
pipe 6, Fig. 11, connects 
the triple valve 18 with the 
brake cylinder, while in 
the passenger equipment, 
the triple is attached 
directly to the cylinder. 
When the brake is released 
in a freight equipment, air 
from the brake cylinder 
flows through pipe h and 
out through the triple ex- 
haust to the atmosphere. 

In the passenger equip- 
ment, Fig. 7, the piston rod 
is fastened to the crosshead 
10 J and the brake levers, 
also connected to the cross- 
head i(9, are controlled by 
the cylinder piston, the 
levers being moved every 
time the piston moves. 
In the freight equipment, 
Fig. 11, a push rod is at- 
tached to one end of the 
piston in the brake cylin- 
der, the outer end (not 
shown in figure) being con- 
nected to the brake levers. 
When the hand-brakes are 
applied, the push rod may 
be drawn out without mov- 
ing the piston. When the 
air brake is applied, piston 
3 is forced out, carrying the 
push rod with it. 

There are practically no 
points of difference in the 




Sample Page of Question Paper. Westinghouse Air Brake. 
§3 THE AIR BRAKE. 3 

(22) How would you stop a train in an emergency? 
Explain fully. 

(23) Does the length of the train pipe have any effect on 
the way the train ''handles," and if so, what? 

(24) What should the engineer do in case the brakes apply 
suddenly, from no apparent cause ? 

(25) If, in making a terminal test, a brake was found that 
would not release, (a) where would you look for the cause? 
and (6) what would you do? 

(26) Why is it bad practice to make more than two appli- 
cations in stopping a train ? 

(27) If the driver brakes are applied, should the engine be 
reversed to help stop the train in an emergency ? Give reasons 
for your answer. 

(28) What course would you pursue in the event of (a) an 
all-air train breaking in two? (6) a part-air train breaking 
in two ? 

(29) How and when should a running test of the brakes 
be made? 

(30) When double-heading, what are the duties (a) of the 
leading engineer? (6) of the following engineer? 

(31) (a) What would you do in x;ase a hose burst? (b) 
How can the engineer help to locate a burst hose ? 

(32) How can the braking power of a cam driver- brake be 
determined ? 

(33) If a stop is to be made with two applications of the 
brake, what would be the effect of overcharging the train pipe 
when releasing after the first application ? 

(34) Explain how you would cut a car out. 

(35) How should a stop on a grade be made with a pas- 
senger train? 



THE SCHOOL OF CIVIL ENGINEERING. 



Our Courses Easy, Complete, and Up to Date. 

The School of Civil Engineering is intended for: 

I. Persons wlslilng to qualify for an occupation. 
II. Persons ^vlsMng to advance In their occupation. 
III. Persons wishing to change their occupation. 

Our Courses are easy. Being designed especially for mail instruction, the 
facts, formulas, and processes of civil engineering are set forth in simple words, 
assisted by plain illustrations. 

They are complete. Each Course presents the whole science of a civil 
engineering profession, in graded lessons. These lessons, each complete in 
itself, are so practical that the student can, if desired, immediately apply what 
he learns. 

They are up to date. Thus they meet the requirements of the best con- 
sulting engineers, as well as of inexperienced students. 

Adds a New Line to His Business. 

I was engaged in the practice of architecture, in which profession 
I had achieved considerable success, before becoming a correspondence 
student; but having frequent demands for my services in the engineer- 
ing line, took up the study of surveying with The International Cor- 
respondence Schools. Thus I have added a new line to my business 
and increased my income materially. The work done by th e Schools is 
of a high order, and the instruction is explicit, thorough, and well 
graded. The Bound Volumes, in my estimation, are worth the price of 
the entire Course. I appreciate the treatment received at the hands of 
the Schools, and am glad to be able to endorse their system. 

J. Vincent Poley, M. S., Architect, Eoyersford, Pa. 




The Value of Civil Engineering Knowledge. 

Civil engineering is the science of designing and constructing public works; 
it deals with highways, bridges, railroads, waterworks, and machinery. For 
a beginner in civil engineering, or one of its branches, a fair income the first 
year is $900; the average engineer whose position is established, makes from 
$2,000 to $5,000 a year. Much higher competencies are earned by those of well 
recognized ability. Of our Courses, Surveying and Mapping, and Bridge, Rail- 
road, Municipal and Hydraulic Engineering, each treats of a professional branch, 
or specialty, in civil engineering; Civil Engineering includes complete instruc- 
tion in all branches. There are splendid opportunities in rich countries, full 
of undeveloped resources, like the United States and Canada, for engineers 
well equipped in civil lines. Our Courses meet fully every demand, because 
they enable both inexperienced students and practicing engineers to acquire 
the right kind of knowledge for embracing these opportunities. 

Earned $30 as Teacher: Earns $100 as Surveyor. 

When I enrolled in The International Correspondence Schools six 
months ago, I was teaching school at thirty dollars a month. After 
studying three months, I secured a position as draftsman and assistant 
surveyor at seventy dollars a month, but soon after beginning work was 
offered a hundred dollars a month. I consider the instruction the most 
practical and economical ever offered to the public; in his spare time a 
man can gain as good an education as at the best colleges. The Instruc- 
tion Papers are clear and concise, and the Bound Volumes are well 
gotten up. As soon as I finish the Surveying and Mapping Course, I 
shall qualify for further advancement by studying another. 

Lloyd G. Smith. Deputy County Surveyor, Chinook, Chotean Co., Mont. 

153 




THE SCHOOL OF CIVIL ENGINEERING. 

Our Plan: Combine Education With Experience. 

By Our Plan we qualify you in the first part of your Course to secure a 
salaried position in line with your studies; so that while learning you can 
earn, combine your technical education with practical experience, and rise in 
the profession of your choice. 

If you are a young man just beginning life, and ambitious, but unable to 
go to college, we can qualify you for a successful engineering career, and you 
can get a start in your chosen line of work while studying. 

If you are a salaried or professional man, now engaged in an occupation 
not suited to your tastes and abilities, you easily become an engineer by 
Our Plan, and do so without loss of income while changing. 

It is here our aim to show you that you can become a professional surveyor 
or engineer, and be better equipped, in less actual time, by a Course in the 
School of Civil Engineering than in any other way. 

Inexperienced Students Succeed by Our Plan. 

I take pleasure in stating that, having worked as assistant to a 
surveyor while studying the first part of the Railroad Engineering 
Course, I have been appointed to a position in this ofiQce as draftsman 
and for general engineering work. While I have been your student less 
than a year, and sent in less than half of my Papers, and only twelve 
Drawing Plates, yet I would not take $500 for my progress to date. My 
work concerns things of which I knew absolutely nothing when I began 
the Course. My pay, however, is now double what I ever earned before. 
I find the Bound Volumes of the complete Course of inestimable value, 
coming in handy every day in the regular routine of office work here. 
W. E. Phelps, Office Res. Eng., Central Vermont Ry., St. Albans, Vt. 

Salaried Positions for Learners. 

To become a bridge engineer by Our Plan, enroll in the Bridge Engineering 
Course; by receiving the drawing instruction in the beginning, you can soon 
qualify for a good position as draftsman in a bridge works, where it will be an 
easy matter to obtain a foothold in engineering work. 

The quickest and surest way to become a railroad, municipal, hydraulic, 
or civil engineer, is through surveying. If you wish to enter one of these pro- 
fessions by Our Plan, first enroll in the Surveying and Mapping Course. We 
can qualify you in a few months to make surveys and render maps, so that you 
can join a surveying corps, open an oflice of your own, or secure a position as 
county surveyor. You can then easily advance to engineer through an Engi- 
neering Course, which will be sold to you at a reduced price. Drafting may 
be used, if desired, instead of surveying, as a stepping stone to any of the 
engineering professions taught in the School of Civil Engineering. 

His Engineering Career Well Begun. 

In taking up the Civil Engineering Course in The International 
Correspondence Schools, I began with Surveying and Mapping. Soon 
afterwards I secured a temporary job with a surveying party, where I 
earned $40 a month, which position I was able to fill with comparative 
ease. Lately I went out with a railroad surveying corps and made $70 a 
month; this seems pretty good for a boy nineteen years old. My actual 
studies have taken up barely a year so far; but by combining my educa- 
tion with practice, in the above manner, I expect to be well established 
in practice as a civil engineer by the time I have finished the Course. 
As a student, I cannot endorse the Schools too strongly. 

August E. Falkenberg, B11 Friendship Lane, Baltimore, Md. . 
VA 





THE SCHOOL OF CIVIL ENGINEERING. 





i 


'^^* 


&v 




:h^ 



For Young Men, Country Boys, Farmers. 

If in the prime of life a man is poor, his poverty argues some defect in 
him — probably neglected opportunities. The right kind of education might 
have made him a wealthy man. 

Many a young man could lay the foundation for a successsful engineering 
career by investing his idle moments in the education that a Course with us 
would furnish. The civil service offers many good openings in civil engineer-, 
ing lines. Surveyors in the country are in great demand, and surveying work 
is easily found. Our student, by following Our Plan, can build up a good 
engineering practice and rise to a position of prominence. 

Any country boy can qualify for a profession, or any farmer can add con- 
siderably to his income, by becoming a surveyor; study during spare moments — 
on rainy summer days — on stormy winter days; after a little experience he can 
open up a practice of his own, or obtain an appointment as county surveyor. 

Farmer Becomes Deputy County Surveyor. 

I have been well repaid for having become a student of The Inter- 
national Correspondence Schools, of Scranton, Pa. When I began to 
receive the instruction in the Surveying and Mapping Course, early in 
November, 1899, 1 did not know the first principles about surveying. I 
had had a compass in my hands only once. Yet, three months after- 
wards, or on February 2d, 1900, I had made such progress that I easily 
obtained the appointment for deputy county surveyor of Fannin County, 
Texas, where I live. This was before I finished the Course, the result 
being accomplished by close attention to business. I have nothing but 
praise for The International Correspondence Schools. 

W. M. Spence, Surveyor, Lock Box 296, Honey Grove, Texas. 

Machinists, Construction Men, Draftsmen. 

Through the Bridge Engineering Course, employes in bridge works can 
qualify for the best positions in the drafting room. By shop experience the 
bridge works employe is already familiar with the construction of beams, 
plates and girders; if he supplements this practical knowledge with our instruc- 
tion in strength of materials, calculating stresses, and proportioning the material, 
he can easily advance to a responsible position in the engineering department. 

Machinists and draftsmen in shops where hydraulic machinery is made, 
can similarly learn to design and superintend the construction of their work 
through our Hydraulic Engineering Course. 

In the various branches of engineering, construction men can rapidly 
increase their efficiency, and advance, through our instruction. 

Our Courses enable engineers' draftsmen to round out their experience in 
detail drawing and planning, with complete engineering educationi^. 

Advanced R. R. Bridge Carpenter's Income 1662=3 Per Cent. 

I desire to offer my thanks to The International Correspondence 
Schools for the great good they have rendered me, and the boon they are 
to others. Through my studies with them I have been advanced from a 
railroad bridge carpenter to supervisor of bridges and buildings on a 500- 
mile division of the Southern Railway system. While I am a graduate 
of a first-class State College— the Agricultural and Mechanical College of 
Mississippi— the practical knowledge and training received from your 
instruction by mail has been of vastly greater benefit to me, having been 
the direct means of increasing my earning power one-hundred-sixty-six 
and two-thirds per cent. 

W. A. Fort, Southern Ry. Supervisor, 1717 Bull St., Columbia, S. C. 

155 




THE SCHOOL OF CIVIL ENGINEERING. 



For Practicing Engineers and Their Assistants. 

As competition becomes more keen, the practicing engineer must keep 
abreast of his profession's progress if he wishes to attract the most paying 
work. No engineer can do this better than by enrolUng with us for the 
privilege of such occasional instruction as he may wish, and also to acquire 
our Bound Volumes. Through the Schools he can always command system- 
atic, technically accurate information, complete in itself, including diagram- 
matic cuts and drawings, regarding the latest science of his work. 

. In engineering lines are many men that have never had the chance 
to attend technical schools; beginning as chainmen or rodmen on surveying 
parties, they have become expert in some particular class of work, but are 
handicapped in life's battle by lack of a complete engineering education. Our 
instruction by mail is exactly suited to the needs of such men. Our Courses 
begin at the beginning. By the correspondence method, not one fact of value 
can be lightly passed over. 

He Speaks From Ripe Experience. 

My experience in the technics since 1879 has been' mainly as a 
teacher of city engineering, a department of civil engineering that in- 
volves more varied practice, perhaps, than any other. At different 
times within the last five years I have enrolled in several of The Inter- 
national Correspondence Schools' Courses. I have never had reason to 
regret such action, because I have thus obtained the latest practice in 
3 ust the form I need. In my practice as consulting engineer, the Schools 
have enabled me to do my work easier, to commahd better pay, and to 
attract the best paying work. An Int*»rnational Course brings far more 
profitable returns than any outlay that could be made for promiscuous 
books. John Beers, Oity Engineer, Greenville, Ohio. 

Ability Commands Income. 

Our student is able to advance rapidly in actual professional work. He 
has a great advantage over the college man; while the latter is spending years 
in acquiring an education, our student is getting his education and his experi- 
ence at the same time. He is taught so systematically that the more he learns 
the more he can earn. 

Ability commands income. The most successful man in every line is he 
that eagerly grasps all the knowledge of his business obtainable. We offer 
ambitious young men Courses that will enable them to enter the engineering 
professions honorably and profitably. For engineers we provide the means 
to keep up to date; to make up defects in their previous technical training; 
or to increase their efficiency in special lines. Draftsmen, surveyors, 
machinists, and construction men, by combining their experience with our 
instruction, can qualify as engineers. 

Engaged as Surveyor by Isthmian Canal Commission. 

"Schoolboy Becomes Surveyor." 
"Victor W. Haney, son of Mr. and Mrs. A. P. Haney, of this village, 
left last evening for New York, and tomorrow will sail for Darien, South 
America, having engaged with the United States Surveying Company 
for the Isthmian Canal Commission. Mr. Haney, who has been studying 
for the past two years in the School of Civil Engineering of The Inter- 
national Correspondence Schools, of Scranton, Pa., secured the position 
entirely through his own efforts, after passing a rigid civil service 
examination."— i^rom a Seneca Falls (N. Y.) Newspaper. 

156 





THE SCHOOL OF CIVIL ENGINEERING. 




The Surveying and flapping Course. 

SUBJECTS TAUGHT. {See Pages 27-29, S5-S6.) 
Preparatory Division: Arithmetic. 

Intermediate Division: Formulas, Geometry and Trigonometry. 
Drawing Division: Geometrical Drawing. 
Technical Division: Surveying, Land Surveying, Mapping. 

The Surveying and Mapping Course enables the student to run a transit, 
render maps from his notes, undertake an^/ land, railroad, topographic, or 
hydrographic survey, and to command a good income as a surveyor. Our 
instruction is intended for students that wish to become professional surveyors; 
for engineers' assistants that wish to qualify for rapid promotion; and for 
students that have no engineering experience, but wish to become railroad, 
municipal, hydraulic, or civil engineers. The surveyor is continually in touch 
with the engineer; he can easily become an engineer by further study. 

Became Draftsman; Now Surveyor for Mining Engineer. 

I knew nothing whatever of drawing before I began to study in 
the Surveying and Mapping Course, but the result of that instruction 
was soon a position as draftsman in the office of the Peoria and Pekin 
Railroad. As soon as I had finished up the work for the railroad people, 
the Schools notified me that M. G. Moore, mining engineer here, was 
looking for a surveyor. I then made application to Mr. Moore, and am 
now employed by him. For my ability to fill the above positions I have 
only The International Correspondence Schools to thank. I recommend 
them as the very best for all that intend to take up a course of study 
leading to the practice of a profitable profession. 

H. H. Elbring, 2S6 Market St., Johnstown, Pa. 

You Can Become a Surveyor in a Few Months. 

We can qualify any ambitious person as a surveyor; he needs only to study 
in spare time as we direct. Our graduate can attach himself to an engineering 
corps at a good salary, pass examination for a civil-service appointment, or 
open his own office as consulting surveyor. Farmers are especially well 
situated to profit by a knowledge of surveying; work in the country is easily 
found, and after a little experience our student can easily qualify for a position 
as county surveyor. No civil, railroad, municipal, or hydraulic engineer's 
education would be regarded as complete without surveying; because of this, 
engineers' draftsmen and assistants can soon fit themselves for promotion by 
combining their practical experience with our Surveying and Mapping Course. 
As long as enterprise demands that boundaries be determined, explorations 
made, and geographies published, competent surveyors may be sure of profita- 
ble work. Surveying offers many chances for advancement. 

Forty=Seven=Year=01d Farmer Becomes Surveyor. 

Three years ago, at 47 years of age, and with a very little educa 
tion, my avocation then being farmer, I enrolled in the Surveying and 
Mapping Course of The International Correspondence Schools. Today 
new life and energy have come to me, and it is beyond my power to 
express my heartfelt gratitude towards one of the best educational 
institutions ever established. Soon after commencing study I was 
appointed Deputy County Surveyor here at $5 a day, and after a year of 
study had saved money enough to buy and run a first-class modern 
transit, on which I have realized more than 200 per cent, profit. By 
knowing how to survey I recently secured a fine strip of timber land, 
worth $2,000. Thomas H. Allman, Surveyor, Cathlainet, Wash. 




THE SCHOOL OF CIVIL ENGINEERING. 

The Bridge Engineering Course. 

SUBJECTS TAUGHT. {See Pages 27 -Sh.) 

Preparatory Division: Arithmetic, Formulas. 

Drawing Division: Geometrical Drawing, Mechanical Drawing. 

Intermediate Division: Geometry and Trigonometry, Elementary Mechanics, 
Hydromechanics. 

Advanced Division: Algebra, Logarithms, Pneumatics. 

Technical Division: Elementary Graphical Statics, Strength of Materials, 
Analysis of Stresses, Proportioning the Material, Details of Construc- 
tion, Details, Bills, and Estimates. 

The Bridge Engineering Course teaches the design and construction of 
railway and highway bridges. The inexperienced student can first quahfyfor 
a position at a good salary as bridge draftsman, and thus fit himself for the 
best work. This Course is intended for students that wish to become bridge 
engineers; for practicing engineers that seek intimate knowledge of modern 
construction; and for draftsmen, surveyors, and bridge- works employes that 
wish to qualify for rapid advancement. 

Changed Occupation; Increased Salary 150 Per Cent. 
I shall never forget the kindness and interest shown me by The 
International Correspondence Schools. Shortly after enrolling in the 
Bridge Engineering Course, through the aid of the Schools I secured 
the position of draftsman and assistant to the general foreman of the 
Lehigh Valley Railroad, my salary being increased 150 per cent, with 
my change of occupation. I endorse the Schools, not only because they 
have opened fine chances for my own advancement, but also because 
of the benefits that I have seen accruing to other International students 
of my acquaintance. Any one that conscientiously takes up one of these 
Courses cannot help but advance. 

E. Albekt Bodamer, SUS Eagle St., Buffalo, JS. Y. 

We Fit You as Draftsman, Then Engineer^ 

In spanning a gorge, bridging a river, or carrying a viaduct across a 
valley, conditions are often such as to necessitate a type of structure differ- 
ent from anything ever erected elsewhere. Purely experimental methods are 
unsafe. Here, then, is the chance for the technically educated bridge worker. 
Our instruction enables him to design original structures within reasonable 
costs; he can calculate the exact strength and weight of his finished bridge 
before a foundation stone is laid, or a single girder cast. Bridge engineering is 
a profitable profession, full of promise. Elevated railroads throughout their 
structure, excepting at the terminals, follow the principles of bridge work. 
Developing train speeds make it necessary that, in populous districts and at 
crossroads, tracks shall either be elevated or bridged over. The rapid spread- 
ing out of cities has largely increased the building of viaducts. Competent 
bridge engineers are certain of plenty of remunerative work. 

Cambria Iron Works Engineer Rose From Chainman. 
My salary has been almost doubled since enrolling in the Bridge 
Engineering Course two years ago. Without any previous mathematical 
training I have been able to advance from a position as chainman, to 
that of assistant civil engineer for the Cambria Iron Works, one of the 
largest bridge construction companies in the world. The requirements 
of my position are so varied as to include nearly all branches of work 
common to the profession. To nothing do I owe more for my success 
than my Course in The International Correspondence Schools. In my 
dealings with them I have always found their businesslike principles to 
be on a par with the excellence of their instruction. 

Chas. L. Hower, am. Civ. Eng., Cambria Iron Co., Johnstown, Pa. 
158 





I 



THE SCHOOL OF CIVIL ENGINEERING. 




The Railroad Engineering Course. 

SUBJECTS TAUGHT. {See Pages £7-32, 35-39.) 

Preparatory Division: Arithmetic, Formulas. 

Drawing Division: Geometrical Drawing, Mechanical Drawing. 

Intermediate Division: Geometry and Trigonometry, Elementary Mechanics, 
Hydromechanics. 

Advanced Division: Algebra, Logarithms, Pneumatics, Strength of Materials. 

Technical Division: Surveying, Land Surveying, Mapping, Railroad Loca- 
tion, Railroad Construction, Track Work, Railroad Structures. 

The Railroad Engineering Course teaches the design and construction of 
steam railroads, qualifying the graduate as consulting engineer, or for positions 
as maintenance engineer or roadmaster. The inexperienced student can soon 
advance to the greatest earning power, by first taking a position as a railway 
surveyor, or working in the construction or maintenance of way departments. 
Through this Course, section men, track inspectors, surveyors, and assistant 
engineers can qualify for better positions and increased pay. 

Responsible Position in Nine Months. 

I enrolled in the Railroad Engineering Course of The International 
Correspondence Schools, of Scran ton, Pa., on June 14th, 1899. In start- 
ing I had only a grammar-school training, but to begin with took a job 
as chainman. Less than three-quarters of a year afterwards I obtained 
a responsible position in the right of way and engineering depart- 
ments of a great railroad. I have been greatly benefited by my Course 
with the Schools. In spite of the fact that this is one of the largest 
railway systems in America, I find no diflBculty in performing the duties 
of my present position satisfactorily. I recommend the Schools to all 
who desire education that is profitable.' 

R. C. Taft, Eng. Dept., Santa Ft R. R., Fifth Ave. Hotel, Topeka, Kan. 

How to Become a Railroad Engineer. 

Our Course sets forth the principles of railway building with such clear- 
ness that any one can learn and apply them. Education such as this, com- 
bined with practical experience in surveying, drafting, or road construction 
work, insures ability to command a good income. Opportunities in railroad 
engineering are growing. With larger locomotives and increasing train 
speeds, the builders of railroads are being confronted by new problems; these 
must be solved by the engineers that are best equipped. Eailroads are now 
adding to their mileage in almost every part of the world. The student that 
studies as we direct can qualify to survey, locate, plan, and superintend the 
construction of these new lines, or fill any other position open to the railway 
construction expert. Students not engaged in railway work when beginning 
the Railroad Engineering Course, can get a start and rise in the profession 
while studying, by first becoming surveyors, draftsmen, or section hands. 

Builds Up His Office Practice. 

Since becoming a student of The International Correspondence 
Schools, in the Railroad Engineering Course, I have been able to build 
up a successful practice in railroad engineering on track and bridge work, 
and surveying. It Is now some time since I completed the Course 
and was awarded the Diploma, yet I always keep the Bound Volumes 
handy, for they are a source of reference wherein all the facts, formulas, 
and principles of modern railroad engineering are clearly set forth. One 
can gain from them more practical knowledge of actual engineering 
problems than from any other works I have ever looked into. I 
cheerfully and earnestly endorse correspondence instruction. 

J. W. LocKHART, Civil Engineer, Bluff City, Tenn. 
159 




THE SCHOOL OF CIVIL ENGINEERING. 



The Municipal Engineering Course. 

SUBJECTS TAUGHT. (See Pages t7-S2, 35-36, kO-l,S.) 

Preparatory Division: Arithmetic, Formulas. 

Drawing Division: Geometrical Drawing, Mechanical Drawing. 

Intermediate Division: Geometry and Trigonometry, Elementary Mechanics, 
Hydromechanics. 

Advanced Division: Algebra, Logarithms, Pneumatics. 

Technical Division: Strength of Materials, Surveying, Land Surveying, Map- 
ping, Drainage, Sewerage, Streets and Highways, Paving. 

The Municipal Engineering Course teaches the planning and construction 
of sewerage systems, highways, and pavements. It is intended for persons 
employed in the engineering or public-works departments of cities or towns, 
and for all others that wish to become municipal engineers. By joining a 
surveying party, or as inspector in the engineering department of a town, the 
inexperienced student can earn, and fit himself for the most lucrative work. 

Becomes Assistant Municipal Engineer. 

Office of City Engineer, New Britain, Connecticut. 

From my personal experience as a student of The International 
Correspondence Schools I can safely recommend them. They are a very 
valuable institution, especially so for any young man wishing to edu- 
cate himself, fit himself for the profession of his choice, or better fit 
himself for the position he now holds. Through my Course in Munici- 
pal Engineering I have derived considerable knowledge, and have 
been able to put it to profitable use. Your instruction has enabled me to 
become first assistant to the City Engineer of New Britain, Conn. I am 
filling this position to the satisfaction of all concerned. 

Max J. Unkelbach, 10 Greenwood St., New Britain, Conn. 




You Can Become Engineer of Your Town. 

In these days of public conveniences it is a very backward city or town 
that cannot afford to maintain good roads, sidewalks, sewerage, and water 
siipply. This gives rise to the profession of municipal engineering. The 
engineer that has an up-to-date training in municipal work can command a 
very large salary and still save the people many thousands of dollars. Our 
Course is full and clear in its treatment of these branches, and will fit any 
ambitious student, who studies as we direct, to assume the duties of a re- 
sponsible position as engineer for a town or city. Any employe in a 
department of public works has splendid chances to earn quick advancement 
by acquiring the technical education that we can give him. Our Course will 
also prove invaluable to engineers and engineers' assistants, as well as to public 
commissioners that wish to keep abreast of the times. The competent student 
will have no trouble in finding an opening for his talents. 

Unanimously Elected City Engineer. 

The result of my Course with you in Municipal Engineering, begun 
less than a year ago, while I was a deputy surveyor, is that I have been 
unanimously elected City Engineer of Lebanon, Ind., by the council. 
Lebanon is a thriving little city of 6,000, and is just beginning permanent 
improvements. There are great opportunities before me to be of service 
to my home city, and I am especially proud that in your Course I have 
at my fingers' ends the means for scientifically solving for her the 
problems of adequate sewerage and streets. I feel not only better 
equipped to perform my duties by having been your student, but also 
greater ambition and greater love for my profession. 

John W. Fulwideb, Office of City Engineer, Lebanon, Ind. 




THE SCHOOL OF CIVIL ENGINEERING. 



The Hydraulic Engineering Course. 

SUBJECTS TAUGHT. {See Pages 27-52, 33-37, Uh-hS.) 

Preparatory Division: Arithmetic, Formulas. 

Drawing Division: Geometrical Drawing, Mechanical Drawing. 

Intermediate Division: Geometry and Trigonometry, Elementary Mechanics. 

Advanced Division: Algebra, Logarithms, Hydraulics, Pneumatics. 

Technical Division: Strength of Materials, Surveying, Surveying and Map- 
ping, Steam and Steam Engines, Steam Boilers, Waterwheels, Hy- 
draulic Machinery, Water Supply and Distribution, Irrigation. 

The Hydraulic Engineering Course teaches the design and construction of 

water-supply and power systems. It is intended for all that are professionally 

interested in these subjects, and for students that wish to become hydraulic 

engineers. By working as rodman, chainman, axman, or surveyor on a 

hydraulic engineering corps, or taking a position as draftsman in a shop where 

hydraulic engines are manufactured, tlie inexperienced student can earn, and 

acquire the experience that will qualify him for the most paying work, 

while he learns. 

Surveyor Becomes Engineer of Commission. 

As much as I dislike to see my name in print, I feel it my duty to 
your system to acknowledge its great worth. I believe your Course 
unequaled, for while having substantially prospered as a result of study 
so far, I have been able to devote only a small portion of my time 
toward its completion. W' heu the position I now hold was offered to 
me the question was, "can I successfully carry it through?"— but 
Avith the Schools' instruction I felt equal to the task. I had previously 
been surveyor for Jersey Co., 111., a position of little remuneration, some- 
times bringing me less than §200 a year. Now I receive S125 a month 
and am doing engineering work. A. W. Newton. 

Engineer, Board of Sny Island Levee Drainage, Pittsfleld, III. 

Fine Opportunities for Hydraulic Experts. 

A splendid field is open to the hydraulic engineer that keeps abreast of the 
times in his profession. Every intelligent community demands good water, 
and this necessitates a supply system that is scientifically constructed and 
maintained. Our students are qualified to install hydraulic plants througho.ut. 
The fact that water power is cheap and practically inexhaustible has created a 
wide and growing field for engineers that make a specialty of its development. 
Employes in shops where hydraulic machinery is made have fine opportunities 
to advance through our instruction in the science of designing. The improve- 
ment of canals, rivers, and harbors to adapt them for the increased size of 
modem vessels, and the irrigation of arid lands for agriculture, afford excellent 
openings for engineers. Our Course fully and clearly meets every require- 
ment, enabling the graduate to cope with the most complex problems. 

From Sewer Contractor to Engineer. 

While studying, I practiced sewer contracting successfully, and 
obtained my Diploma December 23, 1896. I then applied for the posi- 
tion of engineer of the Borough of Plymouth, Pa. The fact that I held 
the Schools' Diploma obtained the position for me, and my work having 
been unanimously voted satisfactory by the council, I have been twice 
reelected, and now am the engineer for Edwardsville also. Both within 
and outside of these boroughs I am building up a steadily increasing 
practice as consulting engineer. All the benefits of my Course cannot 
be explained, nor yet estimated, but The International Correspondence 
Schools shall hnro my lifeloiff endorsement. 

David Thomas, 67 Walnut St., Plymouth, Pa. 
161 





THE SCHOOL OF CIVIL ENGINEERING. 




The Civil Engineering Course. 

SUBJECTS TAUGHT. {See Pages 27-56.) 

Preparatory Division: Arithmetic, Formulas. 

Drawing Division: Geometrical Drawing, Mechanical Drawing, 

Intermediate Division: Geometry and Trigonometry, Elementary Mechanics. 

Advanced Division: Algebra, Logarithms, Hydraulics, Pneumatics. 

Technical Division: Elementary Graphical Statics, Strength of Materials, 
Analysis of Stresses, Proportioning the. Material, Details of Construc- 
tion, Details, Bills, and Estimates, Surveying, Land Surveying, Map- 
ping, Railroad Location, Railroad Construction. Track Work, Railroad 
Structures, Drainage, Sewerage, Streets and Highways, Paving, Water- 
wheels, Hydraulic Machinery, Water Supply and Distribution, Irriga- 
tion, Heat, Steam and Steam Engines, Steam Boilers, Locomotives, 
Dynamos and Motors, Electric Lighting. Electric Railways, Descriptive 
Astronomy, Elementary Chemistry, Geology, Blowpiping, Mineralogy. 

• This Course includes complete instruction in all the recognized branches of 
civil engineering science. It is intended for students and engineers that wish 
a thovongh knowledge of more than one branch of the profession. 

Becomes Assistant Engineer of Brooklyn. 

Although I had previously had eight years of practical experience 
on street, sewer, railroad, and bridge construction in the office of a 
prominent consulting civil engineer of this city, it is largely due to my 
Civil Engineering Course with you that I have been able to secure 
my present position, after a little more than a year of study. The 
Instruction Papers contain, in addition to standard matter, a great deal 
of much-to-be-desired information not to be found in the leading text- 
books, and which I could not have obtained otherwise, except from 
a residence college course. I unhesitatingly endorse The International 
Correspondence Schools. 

Alex. D. Murphy, Office of City Engineer, Brooklyn, N. Y. 

A Source of Complete Training in All Branches. 

This is the age of specialists. Modern civil engineering embraces several 
engineering specialties, among which are surveying and mapping, bridge engi- 
neering, railroad engineering, municipal engineering, and hydraulic engineer- 
ing. Many consulting engineers confine their practice to one of these lines. 
Our Civil Engineering Course sets forth the facts, processes, and principles of 
all the branches of civil engineering in the clearest, most concise, and most 
complete manner possible. This instruction and our Bound Volumes are 
exactly suited to the needs of x^racticing engineers that want full, clear, and 
pointed information on subjects they have never studied, or in which they are 
''rusty." Our Course is also intended for students that wish to practice in 
districts where specialists are scarce; such students can use surveying, bridge 
work, or any of these specialties, as a wedge for gaining a sure entrance into a 
lucrative general practice. 

Becomes Engineer With Isthmian Canal Commission. 
I take pleasure in saying that my son, James F. Goerke, whose 
j'hotograph I enclose, is now with the United States Engineer Corps in 
tharge of the Isthmian Canal Commission, making quite difficult surveys 
i.n the Nicaragua Canal route. He has a responsible position, with a 
^\ry handsome salary, and has been promoted for the third time. 
AUiiough he has of course been greatly assisted by me in practical field 
work, I doubt whether he could have attained his present degree of 
proficiency without the aid of your education and instruction. His 
Course with you has been a g-reat success. Any man that conscientiously 
studies with the Schools is bound to succeed . 

E. W. GoERKE, C. S., Civil Engineer, Columhia, Pa. 
1G2 




BOUND VOLIMES. 

Realizing the great value of the Instruction and Question Papers, and the 
desirability of preserving them for reference, the Schools have reprinted them 
on special paper, and bound them into handsome half-leather volumes. The 
Bound Volumes form a duplicate set of the Instruction and Question Papers 
sent to the student for study during his Course, and are supplied to him in 
addition to these pamphlets. 

Provided the student pays cash in advance for his scholarship, the Bound 
Volumes are furnished him by The Colliery Engineer Company as soon as he 
enrolls; in the Civil Engineering Course, when payment is made in install- 
ments, they are delivered as soon as twenty dollars have been paid in; in 
Courses other than the Civil Engineering, they are delivered as soon as the 
second installment payment has been made. They cannot be taken from the 
student as long as he lives up to his contract. 




<j^>^;*^^^i^^'^^5-^s 



BOUXD YOLUXES OF THE CiVIL EXUIXEERING CoVRSE. 



The Bound Volumes constitute an unequaled reference library. They 
begin with the first principles of arithmetic, lead through the entire theory 
of the profession on which they treat, and are copiously illustrated with fine 
perspective and section drawings. They are so arranged and indexed that one 
can find the paragraph treating on any point in an instant. They occupy 
little space and contain the complete Course on which they treat, in perma- 
nent form; all the tried and proven facts, formulas, and processes of engi- 
neering are here collected and bound into an orderly systematic whole. 
They are invaluable both to the graduate engineer and the student engaged in 
professional work. Since they are durably bound in half leather, and printed 
in large, open type on superior paper, the Bound Volumes are peculiarly fitted 
to withstand frequent usage. 

Following are descriptions of their contents: 

1G3 



BOIND VOLIMES. 




Civil Engineering Course. 

Volume I. — Mathematics and Mechanics: Arithmetic, Algebra, Logarithms, 
Geometry and Trigonometry, Elementary Mechanics, Hydraulics, Pneumatics, Ele- 
mentary Graphical Statics. In these subjects the important facts that form the 
groundwork for all branches of civil engineering are stated clearly, concisely, 
and completely. Illustrations and diagrams are used wherever they will make 
the meaning of the text easier to understand. The 
examples do not relate to purely theoretical subjects, 
but are practical ones, thoroughly preparing the stu- 
dent to make the estimates and calculations that are ; 
liable to be required of him in actual engineering ^vork. 
• Volume II. — Bridge Engineering: Strength of Ma- 
terials, Analysis of Stresses, Proportioning the Material, 
Details of Construction, Details, Bills, and Estimates. This 
volume treats principally of the applied mechanics of 
bridge construction, the methods described being those 
employed by the best bridge designers. In regular 
order, the design and construction of every piece that 
enters into the complete bridge are considered. The 
most modern types of trusses are fully treated. 

Volume III,— Railroad Engineering: Surveying, 
Land Surveying, Mapping, Railroad Location, Railroad 

Construction, Track Work, Railroad Structures. This volume forms a complete 
treatise on surveying, and railroad planning and construction. The location of 
■the line, the determination of gradients, the preparation of the roadbed, the 
construction of section buildings and terminal yards, and the maintenance of the 
road during the four seasons of the year, all receive 
full and careful attention. 

Volume IV.— Municipal Engineering: Drainage, 
Sewerage, Highways, Paving. In this volume are 
treated those branches of civil engineering that 
relate to the construction of streets, pavings, and 
sewers in cities, towns, and villages. The flow of 
water pipes and sewers, their capacity under different 
conditions, road building, and the best methods of 
city sanitation are treated in detail. 

Volume V. — Hydraulic Engineering: Water 
Wheels, Hydraulic Machinery, Water Supply and Distri- 
bution, Irrigation. These Papers on the development 
and use of w^ater-power form a treatise that is un- 
equaled for clearness, comprehensiveness, and i^ractical 
value. Impulse wheels, turbines, and all the impor- 
tant types of pumps and hydraulic engines, are described and illustrated 
in the plainest possible manner. Reservoir construction, water filtration, pipe 
line installation, and scientific irrigation systems are thoroughly discussed. 

Volume VI.— Steam Engineering: Heaf, Steam and Steam Engines, Steam 
Boilers, Locomotives. This volume is a treatise on the construction and 

164 




BOIND VOLUMES. 

operation of all the standard types of stationary steam engines and locomotives. 
Beginning with the principles of heat and the measurement of the work done 
by expanding steam, the instruction gradually leads up to the installation and 
final testing of engines. Numerous plates of elementary working drawings 
are included. 

Volume VII. — Electrical Engineering: Dynamos and Motors, Electric 
Lighting, Electric Railways. This volume sets forth the principles of electrical 
engineering for the civil engineer. Electricity and magnetism, electrical 
measurements, the construction of dynamo-electric machinery of both the 
continuous and alternating-current types, and the installation and operation of 
lighting and traction systems are fully treated. Plates of elementary working 
drawings are included. 

Volume VIII. — Natural Science: Descriptive Astronomy, Elementary Chem- 
istry, Geology, Blouyiping, Mineralogy. In this volume are collected the finishing 
studies of the civil engineer's education. The astronomic laws that govern the 
universe, the determination of altitudes by the sextant, the properties and 



lli ii» ' WW!P»P ^ " ' 'li|Pil'PWig ifg 




Mechanical Drawing Bound Volume. 



occurrences of the chemical elements, and the distinguishing characteristics 
of a great variety of natural geological formations are here described and 
illustrated. Each subject is treated so as to be of the greatest possible value 
to the engineer in his work, rather than as a mere ornament to his technical 
engineering knowledge. 

Volume IX. — Mechanical Drawing: This volume contains all the 
Drawing Plates included in the Civil Engineering Course, together with 
instruction in the use and care of drawing instruments, and directions for 
drawing each plate. 

Volume X. — Tables and Formulas: In this volume all the Tables and 
Formulas used throughout the Course are reprinted and arranged in order, with 
paragraph references to the other Bound Volumes. 

Volumes XI and XII. — Answers to Questions: These volumes contain 
answers to the questions asked in the Question Papers. Though not intended 
to be used without thought and judgment, they will save nmch valuable time, 
as books of reference, for the earnest student and also the practical civil 
engineer. 

k;.-) 



BOUND VOLUMES. 



The Surveying and Mapping Couese* contains four volumes, as follows: 
Volume I, — Arithmetic, Formulas, Geometry and Trigonometry, Surveying, 
Land Surveying, Mapping. Volume II. — Geometrical Drawing. Volume III. — 
Tables and Formulas. Volume IV. — Answers to Questions. 

The Bridge Engineering Course* contains five volumes, as follows: 
Volume I. — Arithmetic, Algebra, Logarithms, Geometry and Trigonometry, 
Elementary Mechanics, Hydromechanics, Pneumatics, Elementary Graphical Statics. 
Volume II. — Strength of Materials, Analysis of Stresses, Proportioning the Material, 
Details of Construction, Details, Bills and Estimates. Volume III. — Mechanical 
Drawing. Volume IV. — Tables and Formulas. Volume V. — Answers to Questions. 
The Railroad Engineering Course* contains five volumes, as follows: 
Volume I. — Arithmetic, Algebra, Logarithms, Geometry and Trigonometry, 
Elementary Mechanics, Hydromechanics, Pneumatics, Strength of Materials. 
Volume II. — Surveying, Land Surveying, Mapping, Railroad Location, Railroad 
Construction, Track Work, Railroad Structures. Volume III. — Mechanical Draw- 
ing. Volume IV. — Tables and Formulas. Volume V. — Answers to Questions. 




Surveying and Mapping Bound Volumls. 



The Municipal Engineering Course* contains five volumes, as folio w=: 
Volume I. — Arithmetic, Algebra, Logarithms, Geometry and Trigonometry, 
Mechanics, Hydromechanics, Pneumatics, Strength of Materials. Volume II. — 
Surveying, Land Surveying, Mapping, Drainage, Sewerage, Highways, Paving. 
Volume III. — Mechanical Drawing. Volume IV. — Tables and Formulas. 
Volume V. — Answers to Questions. 

The Hydraulic Engineering Course* contains five volumes, as follows: 
Volume I. — Arithmetic, Algebra, Logarithms, Geometry and Trigonometry, 
Elementary Mechanics, Hydraulics, Pneumatics, Strength of Materials, Surveying. 
Volume II. — Surveying and Mapping, Steam and Steam Engines, Steam Boilers, 
Water Wheels, Hydraulic Machinery, Water Supply and Distribution, Irriga- 
tion. Volume III. — Mechanical Drawing. Volume IV. — Tables and Formulas. 
Volume V. — Answers to Questions. 



*In these Bound Volumes each subject included is treated like its corresponding subject 
in the Civil Engineering Bound Volumes. 



OITLINES OF STIDIES 

Taught in the School of Civil Engineering. 



ARITHMETIC. 

Cardinal Processes— Fractions— Decimals— Denominate Numbers— Evolution— Proportion. 

FORMULAS. 

Instruction in the Use of Signs and Letters in Formulas. 

GEOMETRICAL DRAWING. 

Geometrical Constructions: Plate I, Lines; Objects: Plate, Projections I; Plate, Projec- 
Plate II, Angles; Plate III, Polygons; Plate IV, tions II; Plate, Conic Sections; Plate, Inter- 
Arcs; Plate V, Curves— The Representation of sections and Developments, Shade Lines. 

MECHANICAL DRAWING. 

Plate I, Mechanical Details— Civil, Railroad, Section, Four Plates— Municipal Section, Six 
and Bridge Section, Eight Plates— Hydraulic Plates. 

GEOMETRY AND TRIGONOMETRY. 

Geometry, Plane, and Solid— Trigonometry— Mensuration. 

ALGEBRA. 

Cardinal Processes— Factoring— Exponents— Radicals— Equations— Quadratic Equations. 

LOGARITHMS. 

Multiplication, Division, Involution and Evolution by Logarithms. 

ELEMENTARY MECHANICS. 

Matter and Its Properties— Force— Dynamics— Statics. 

HYDROMECHANICS. 

Hydrostatics— Hydrokinetics. 

HYDRAULICS. 

Hydrostatics — Hydrokinetics — Velocity of Through Pipes— Flow in Conduits and Chan- 
Efflux— Weirs— Flow Through Tubes— Flow nels — Flow in Brooks and Rivers. 

PNEUMATICS. 

Properties of Air and Gases— Pneumatic Machines. 

ELEMENTARY GRAPHICAL STATICS. 

Properties of Force— Graphical Representation of Forces. 

STRENGTH OF MATERIALS. 

Materials— Stresses and Strains— Factors of Safety. 

ANALYSIS OF STRESSES. 

Classification of Bridges— Loads— Trusses. 

PROPORTIONING THE MATERIAL. 

Materials Used for Superstructures of —Curve Formulas— Straight-Line Formulas— 

Bridges— The Use of Wrought Iron— Factors The Use of Steel— Comparative Weight and 

of Safety and Unit Stress— Radii of Gyration Specific Gravity of Wrought Iron and Steel. 

DETAILS OF CONSTRUCTION. 

Specifications— Camber— Diagonal Members Details of the End Post, Intermediate Post, 
—Compression Members: Positions of Pins— Portal Bracing, Lateral Struts, Knee Braces- 
Proportioning Pin Plates— Moments on Pins— Tension Members— Concluding Remarks. 

DETAILS, BILLS, AND ESTIMATES. 

Shoes, Rollers, and Bedplates: Chord Pins Preliminary Estimate— The Close Estimate— 

—Pin Nuts— Cotter Pins— Pin Washers— Bills: Imperfect Design, and Inconsistent Require- 

Shop Lists— Shipping Bills— Estimates: The ments— Concluding Remarks. 

SURVEYING. 

Compass Surveying: To Determine a True angulation— Curves— Leveling: Direct Level- 
Meridian— Field Work— Transit Surveying: ing — Topographical Surveying — Indirect 
The Instrument — Adjusting the Transit-^Tri- Leveling— Hydrographic Surveying. 

1G7 



OITLINES OF STUDIES 

Taught in the School of Civil Engineering. 



LAND SURVEYING. 

Areas— Latitudes and Departures— Town Sites and Subdivisions. 

MAPPING. 

Plates I-II, Platting Angles— Plate III, Map Slopes— Plate V, Topographical Maps— Plate 
of Railroad Location — Plate IV, Contours and VI, Map of a Village— Conventional Signs. 

SURVEYING AND MAPPING. 

Areas — Latitudes and Departures — Cross- Plate III, Contours— Plate IV, Topographical 
Sections — Volumes. Plates I-II, Angles— Maps— Plate V, Map of a Village. 

RAILROAD LOCATION. 

Reconnaissance— Field Work— Problems in Location— Grading and Bridging. 

RAILROAD CONSTRUCTION. 

Culverts — Retaining Walls — Elevation — Material— Track Work in Tunnels— Protection 
Tunnels — Method of Driving — Excavated Work— Bridge Work- Pile Work— Estimates. 

TRACK WORK. 

Track Lasdng: Preparation of Roadbed — mer. Fall, and Winter — Curved Track— Frogs 

Rails— Surfacing Track— Drainage— Care and and Switches— Yards and Terminals— Meth- 

Maintenance of Track During Spring, Sum- ods of Work— Section Records— Materials. 

RAILROAD STRUCTURES. 

Wooden Trestles: Comparative Cost of ing and Erecting: Standard Trestle Plans- 
Trestles and Embankments — Framed Bents— Simple Wooden Truss Bridges— Water Stations 
Floor System — Bracing — Iron Details — Con- — Coaling Stations — Turntables — Section 
nection With Embankment — Field Engineer- Buildings. 

DRAINAGE. 

Physical Outline of the District — Storm Flow— Graphical Representation of Equations 
Water Efauent— Rainfall Reaching Sewer- —Flow in Conduits: Sewer Dimensions— Egg- 
Contemporary Flow— Formulas for Rate of Shaped Sewers— Lateral Sewers. 

SEWERAGE. 

Sewer Systems and Their Requirements: Design— Final Surveys— Laying Out the Work 
Quantity of Sewage— Sewage, and Dimensions — Construction— Materials and Inspection — 
of Sewers — Combined System — Conditions Accessories and Details— Sanitary Kequire- 
Affecting the Slope — The Design and Con- ments: Flushing and Ventilating— Sewage 
struction of Sewers: Preliminary Surveys — Disposal. Filtration — Oxidation— Irrigation. 

STREETS AND HIGHWAYS. 

Country Roads and Highways: Location Arrangement — Practical Planning — TheRoad- 
of Routes— Conditions Affecting the Design of way — Street Intersections — Grades — Street 
Highways— Road Construction: Maintenance Lines — Property Lines — Encroachment of 
of Highways — City Streets and Avenues: Lines-^Statutes of Limitation. 

PAVING. 

Traction: Resistance to Traction— Tractive Pavements: Stone Pavements— Wood Pave- 
Power of Horses— Pavements: General Con- ments — Ashpaltum Pavements — Coal-Tar 
siderations-Relative Economy of Pavements Pavements — Brick Pavements— Curbing and 
—Paving Materials— Tests— Construction of Footways— Sidewalks— Crossing Stones. 

WATERWHEELS. 

General Principles — Water for Power— Impulse— Turbines— Sluices, Flumes, and Pen- 
Waterwheels: Overshot — Breast— Undershot — stocks— Waterwheel Governors. 

HYDRAULIC MACHINERY. 

Machines for Lifting and Trans^porting Elevators— Hydraulic Transmission of Power 

Wat*'r: Engines— Pumps— Rams — The Hy- —Hydraulic Engines for Producing Rotary 

draulic Press— Hydraulic Cranes— Hydraulic Motion— Packing for Plungers and Pistons. 

WATER SUPPLY AND DISTRIBUTION. 

Sources of Water Supply— Purification of High Masonry Dams— Flow Through Pipes: 
Waier — Reservoirs: Storage Reservoirs— Grade Line— Branch Pipes— Compound Pipe 
Earthen Dams With Masonry Center Walls Line— Losses— Pipes and Pipe Laying— Flow 
—Distributing Reservoirs— Masonry Dame- of Water Tii rough Open Channels. 

• 168 



OITLINES OF STIDIES 

Taught in the School of Civil Engineering. 



IRRIGATION. 

Natural Irrigation— Artificial Irrigation— Flumes — Trusses— Trestles— Sluices— Pipes- 
Districts to Which Irrigation is Applicable— Ground Water— The Raising and Irrigating 
Drainage Connected With Irrigation— Water of Crops— Sewage Irrigation— Irrigation Laws 
Supply and Storage— Conduits: Mains— —Irrigation as a Commercial Enterprise. 

HEAT. 

Properties, Sources, and Measurement of Latent Heat— Mechanical Work by Heat- 
Heat: Heat Propagation — Specific Heat — Expanding Gases— Ideal Heat Engine. 

STEAM AND STEAM ENGINES. 

The steam Engine: The Plain Slide-Yalve Valve Gear: Governors — Indicators — Horse- 
Engine— The D Slide Valve and Steam Dis- power- Efficiency— Condensers— Compound 
tribution— Valve-Gear Problems— Clearance; and Multiple Expansion Engines— Horse- 
Real and Apparent Cut-Off— The Corliss power of Compound Engines. 

STEAM BOILERS. 

Chemical Elements: Combustion— Types of Boiler Fittings— Fuels — Firing— Incrustation 
Steam Boilers: Water-Tube and Sectional — Wear and Tear — Explosions — Inspection 
Boilers— Marine Boilers — Boiler Details — and Testing— Code of Rules for Boiler Trials. 

LOCOMOTIVES. 

Classification of Locomotives— Resistance— — Westinghouse Automatic— Valve Gears: 

Adhesion— Tractive Power— Details of Con- Steam Distribution— Link Motion— Compound 

struction: Frame — Boiler— Heating Surface — Locomotives — Tenders and Tender Construc- 

Cylinders— Fixtures— Brakes: Fames' Vacuum tion— Rules of the Road— Car Construction. 

DYNAMOS AND MOTORS. 

Electrostatics— Electrodynamics — Magnet- —Types of Dynamos: Constant-Current 
ism— Electrical Units — Ohm's Law — Electrical Dynamos — Alternating-Current Dynamos- 
Quantity— Electrical Work— Electromagnetic Transformers— Electric Motors— Installation 
Induction— Physical Theory of the Dynamo. and Care of Dynamos— Switchboards. 

ELECTRIC LIGHTING. 

Electricllluminating Apparatus: Arc Light- and Calculations for Electric Lighting— Sys- 
ing — Incandescent Lighting — Measurements tems of Distribution— Station Cables. 

ELECTRIC RAILWAYS. 

Motor Cars and Fittings— Electric Traction Systems of Power Supply— Track Construc- 
Systems— Rolling Stock— Car Equipment— tion— Stations— Power Estimates— Inspection. 

DESCRIPTIVE ASTRONOMY. 

Determination of Latitude and Longitude— The Sextant — Time— The Solar System. 

ELEMENTARY CHEMISTRY. 

Theoretical Chemistry— Chemical Calculations and Equations— Inorganic Chemistry. 

GEOLOGY. 

Introductory— Atmospherical Agencies and phism— Structure Common to All Rocks— 
the Formation of Soil— Aqueous Agencies— Fossils, and Characteristics of the Periods- 
Organic Agencies— Structural Geology: Strati- Economic Geology: Materials of Commercial 
fied Rock— Modes of Occurrence— Metamor- Importance— Gems, and Gem Stones. 

BLOWPIPING. 

Constitution of Matter— Chemical Elements Before the Blowpipe— Examination Without 
—Formation of Chemical Compound s—Chem- Reagents— Examination With the Aid of 
ical Nomenclature— Blowpiping: Wet Tests— Reagents— Heating in a Closed Tube- 
Apparatus— Examination of a Substance Methods of Fusion and Reduction— Tables. 

MINERALOGY. 

Minerals and Their Properties— Crystallog- Hexagonal System— Hemihedral Forms; Dis- 

raphy: Isometric System— Hemihedral Forms tortiou— Iron — Copper— Lead— Zinc— Silver — 

—Tetragonal System— Orthorhombic System Gold— Coal— Metallic Ores of Secondary Im- 

— Monoclinic System — Triclinic System— portance— Precious Stones— Gangue Minerals. 



Sample Page of Instruction Paper. Surveying and Mapping. 
' MAPPING. 799 

PLATE, TITLE : MAP OF A VILLAGE. 

1384, This plate represents a topographical map of a 
village. In making a survey of this description the engineer 
will select for a starting point some well-defined landmark ; 
but as there are a score of points to choose from, the choice 
will depend upon the judgment of the engineer. The in- 
tersection of the center lines of two highways or the head 
block of a railroad switch are excellent points from which to 
commence a survey. The center lines of highways and 
railroads are the base lines from which the minor details, 
such as houses and other buildings are located. The quickest 
and best method of locating a building is to set a temporary 
plug on the base line near the building. Set up the transit 
at this point and measure the angles between the base line 
and two consecutive angles of the building, measuring the 
distances from the plug to the angles of the building. These 
angles and distances will locate one side of the building. A 
small free-hand sketch is then made, giving the base line, 
the station of the plug, or its distance from some known 
point, and the angles and distances to the side of the build- 
ing. The remaining sides of the building are added to the 
sketch and their several lengths measured in consecutive 
order and marked on the sketch. These notes are quickly 
made and as quickly platted. 

Sketches are of the greatest value in taking topographical 
notes. They can be made in less than half the time re- 
quired for a full description, and are always more intelligi- 
ble to the draftsman. Each surveyor has his individual 
methods, both in order of work and form of notes, and 
often one will consume twice as much time as another in 
performing the same work; but expedition is of no value if 
had at the cost of accuracy. 

In this map all the conventional signs suited to an area of 
such magnitude are employed. The student will draw the 
map to a scale of 200 feet to the inch. The magnetic merid- 
ian is parallel to the right and left borders of the plate, 
the north point being at the top of the map. The center 
lines of the highways are given, together with their mag- 
no 



Fig. 229. 



Sample Page of Instruction Paper. Elementary Graphical Static^, 

ELEMENTARY GRAPHICAL STATICS. oi:3 

forces equals | Fl^^F'l— Fl^F'l— the product of 

either force by the lever arm. If, then, either force of a 

couple be considered as tending to cause 

rotation about the point of application 

of the second force, and the effect of the 

second force is ignored, the result thus ! / | 

obtained will be the same as if the center 

of rotation were taken between the two /i | 

forces, and the moments of the two forces / 

taken about that center. In general, / 

any point in the plane of a conple may be n^ 

taken as the center of rotation. For, if \ 

through that point a perpendicular be 

drawn to the common direction of the forces, the algebraic 

sum of the moments of the forces about that point will 

always be equal to the constant product F I. 

1131. TJie effect of a statical couple^ and tJie only ejfect^ 
is tende7icy to cause rotation. 

Illustration. — A good illustration of a statical couple 
is the pulley by which a line of shafting is driven by a belt, 
__ Fig. 230. By means of the belt a 

force F is continually applied to 
the rim of the pulley, causing it to 
rotate. Another force F' must be 
continually applied to the axis of 
the pulley by means of the journal, 
or the pulley would be drawn from 
^^^- ^^^- its position by the belt. The mo- 

ment at the axis or center of rotation, i. e., the measure of 
the effect of the applied force on the shaft, is equal to the 
force F (pull of the belt) multiplied by the radius of the 
pulley. 

1132. When rotatioji docs not occur as the effect of a 
couple^ then the nioinent of the conple is balanced by tJie oppo- 
site moment of a second couple^ and the forces are tJins held 
in equilibrium. A couple can not be balanced by a single 
force. 

171 




Sample Page of Question Paper. Eailroad Construction. 

RAILROAD CONSTRUCTION. 1329 

(900) How should they be mapped and their contents 
calculated ? 

(901) AVhat are grade stakes ? 

(902) The grade at a station is 118.7 ft. ; the height of 
instrument is 125.5 ft.; what should the rod read at the 
station, for the roadway to be at grade ? Ans. 6.8 ft. 

(903) What does the term overhaul signify ? 

(904) What are the two important factors in the location 
of a bridge ? 

(905) What is the meaning of the term skezv as applied 
to bridges ? 

(906) Describe a method of making a direct measurement 
of a bridge span ? 

(907) Let A B (see Fig. 19) be the center line of the pro- 
posed bridge, and B C the base line, the length of 
which is 421.532 ft. The angle ^ is 46° 55'; the angle C 
is 43° 22'; required, the 
length of A B. 

Ans. 396.31 ft. 

(908) What are some 
of the considerations 
which determine the 
number and location of 
the piers of a bridge ? 

(909) When the river 
bed is of rock, or firm 
sand, or clay, how are 
pier foundations pre- 
pared ? 

(910) What are coffer- 
dams ? Fig. 19. 

(911) A side of a cofferdam is 40 feet in length and 11 
feet in height; the water is 10 feet in depth; (a) what is 
the total water pressure against the side of the dam ? {b) 




SANITARY ENGINEERING. 




The Demand of the Times. 

Sanitary engineering has made great strides within the last few years. 
At one time, all that was required of the workman was a knowledge of how 
to handle tools and connect pipes. All this has now been changed. An 
intelligent public, appreciating the disastrous results of defective work, has 
insisted that sanitary work be conducted on more scientific lines and with 
greater responsibility. To this end, ordinances have been j^assed and regula- 
tions enacted tending to increase the efficiency of those in the business. While 
these requirements as yet are, for the most part, comparatively slight, every 
effort is being made, both by the public press and the trade journals, to make 
them more rigorous year by year. 

In no way can the workman so intelligently handle the new and improved 
appliances constantly appearing on the market, and keep his work up to the 
standard required by the public, as through our Courses in sanitary science. 

Plumbing Inspector Recommends Our Courses. 

After 'holding the position of inspector of plumbing for Taunton, 
Mass., for about two years, I enrolled in the Sanitary Plumbing and Gas- 
Fitting Course of The International Correspondence Schools, of Scran- 
ton, Pa. I think that enrolling in the Schools was one of the best moves 
I ever made, for my Course of study has been a very great help to me in 
many ways. I would not for one minute entertain the idea of giving it 
up. I have no hesitation in recommending The International Plumbing 
Courses to all plumbers that wish to be up to date in the theory of their 
trades. Your instruction is of an eminently practical character, and is 
so plain that any one can understand it. 

Henry H. Wilcox, City Hall, Summer St., Taunton, Mass. 

Six Courses of Instruction. 

The Schools offer six Courses of instruction in sanitary engineering: 

The Sanitary Plumbing, Heating, and Ventilation Course is intended for 
those that wish to become master plumbers, contractors, inspectors, etc. 

The Sanitary Plumbing and Gas-Fitting Course has been written for such 
as wish to study plumbing and gas-fitting only. 

The Sanitary Plumbing Course has been prepared for plumbers and plumb- 
ers' apprentices that desire instruction in plumbing only. 

The Heating and Ventilation Course is intended for steam fitters, furnace 
mounters, designers and manufacturers of heating apparatus, plumbers, and 
heating and ventilation engineers. 

The Gas-Fitting Course is intended for gas-fitters and their apprentices. 

The Wiring and Bellwork Course is intended for gas-fitters that are required 
to connect up wiring for electric lighting and bellwork. 

Master Plumber Endorses Technical Education. 

The Course in Sanitary PlumbiDg, Heating, and Ventilation has 
been of great help to me in my business of heating and plumbing. One 
thing in particular I wish to mention: when I was called to meet a 
school or building committee, I always felt a little afraid they might 
ask me some technical question that I could not answer. Since taking 
the Course I have no hesitation in meeting these people, as I feel that I 
am master of the situation where my profession is concerned. I con- 
sider the Bound Volumes of the Course invaluable. They are worth 
far more than the entire cost. I would not take ten times the amount 
I paid for the Course for the knowledge I have gained. 

Henry Cooper, J^U South St., Springfield, Mo, 
17:5 




PLIMBERS. 




The Successful Plumber. 

Modern plumbing requires of the worjcman a good deal more than a mere 
knowledge of the handling of tools. To be a success, every plumber should 
understand the laws that govern the circulation and pressure of water, and 
the principles of siphons, pumps, cisterns, filters, meters, valves, traps, piping, 
etc. He should be thoroughly at home in the theoretical arrangement of 
baths, wash basins, water closets, urinals, sinks, laundry tubs, etc., with their 
fittings, and be able to detect and remedy defects. This knowledge, coupled 
with the ability to draw plans, soon makes its possessor independent. If a 
journeyman, he gets the highest wages, or can engage in business for him- 
self. If a master plumber, his knowledge enables him to make profitable con- 
tracts and to carry them out to the satisfaction of his patrons. 

This information and much more of interest to the up-to-date plumber is 
contained in our Courses in Sanitary Plumbing. 

Now State Steam Fitter. 

I cannot praise The International Correspondence Schools too 
highly for what they have done for me. When I enrolled in the Heat- 
ing and Ventilation Course, I was foreman of a shop where we did 
jobbing in plumbing work. Owing to the excellence of your instruc- 
tion, I was able to pass a state civil-service examination, and was 
appointed to the position of state steam fitter at the Capitol Buildings at 
Albany, with a salary of $1,000 a year. I think The International Corre- 
spondence Schools are the chance of a lifetime to any young man that 
wishes to secure a first-class education at a moderate cost, and without 
loss of time or income. 

W. H. Bahn, 185 First St., Albany, N. Y. 

Technical Education is a Necessity. 

The Schools' Courses in Sanitarj' Plumbing, Heating, and Ventilation, 
Sanitary Plumbing and Gas-Fitting, and Sanitary Plumbing are intended to 
give the plumber the technical education necessary to make him a first-class 
workman, able to command the most responsible and best paid positions, or 
to fit him to become a master, or owner, or sanitary inspector, or to under- 
take general contracting. The Courses include thorough instruction in the 
theory of plumbing and drainage, copper-bit work, joint wiping, lead burning, 
brazing, sheet-lead work, etc. Our instruction in drawing qualifies the 
plumber to read architects' plans and to design and lay out plumbing systems 
correctly and economically, and to furnish satisfactory plans to health depart- 
ments. The plumber will find that a knowledge of drawing such as we afford 
will more than double his efficiency. In short, each Course is, in its particular 
line, the most complete and up to date in existence. 

Obtained a First=Class Plumbers' License. 

I am under many obligations for the knowledge I have gained in 
The International Correcpondenfce Schools. From the information con- 
tained in the Sanitary Plumbing, Heating, and Ventilation Course, I 
recently passed an examination and obtained a first-class master 
plumbers' license. My Course has been of inestimable benefit to me, 
and I feel more interest in my work than I did before I joined the 
Schools. I most heartily recommend The International Correspondence 
Schools, especially to plumbers that are desirous of gaining an insight 
into the technical theories of their trade. The Plumbing Courses equip 
them to earn more wages and to obtain the best positions. 

Michael L, Sylvia, New Bedford, Mass. 
174 




STEAM FITTERS, FIRNACEMEN, ETC. 




The Demand for Competent Men. 

The development of hot-air, hot-water, and steam heating systems and 
apparatus in the last few years has been marvelous. The open fireplace and 
the wasteful box stove have been replaced by heating apparatus that is well 
nigh perfection. The science of ventilation has kept pace with this develop- 
ment. Today the heating and ventilation business is one of mathematical pre- 
cision, calling for a wide range of theoretical knowledge, and because of its 
importance taking high rank among the engineering professions. 

Heating and ventilation offers many opportunities for advancement to the 
ambitious steam fitter, furnace mounter, designer of heating apparatus, or 
heating and ventilation engineer. So rapid has been the development of this 
science that the demand for competent men is far in excess of the supply. To 
the man that thoroughly knows the principles governing heating and ventila- 
tion work the highest positions are open. 

Steam Fitter Promoted to Assistant Superintendent. 

I owe so much of my success to The International Correspondence 
Schools, Scranton. Pa., that I take pleasure in stating that, on finishing 
my Course in Heating and Ventilation, I was promoted to the posi- 
tion I am now holding as assistant superintendent of the German- 
town Steam Company. I consider the instruction received through the 
Schools to have been of inestimable value to me, and would say that 
the eight students I have enrolled have voiced these sentiments to me 
many times. 1 would advise any young man that is in a position to 
take one of your Courses, to do so by all means. Your Courses are a 
great help to success. 

C. O. Allen Maule, Germantown, Pa. 

The Heating and Ventilation Course. 

In our Heating and Ventilation Course, the student is given thorough 
instruction in the principles of ventilation, including the causes producing 
vitiation of the atmosphere, the amount of air required for each person, 
and the best way of effecting change of air in dwellings, schools, hospitals, 
theaters, etc. ; the relative advantages of steam, hot- water, and hot-air heating 
systems; the construction of the best forms of each, and which system to 
recommend for a given service; and he is, in addition, carefully taught how 
to illustrate his ideas and prepare working drawings. Every principle is 
stated and every method explained simply and clearly. 

Through the information contained in this Course, the student can suc- 
cessfully install any system of heating or ventilation, and accept an advanced 
position in his line of work — either as superintendent, inspector, heating con- 
tractor, or consulting expert. See List of Subjects on page 32. 

Foreman Benefited. 

I cannot praise too highly the system of instruction of The Inter- 
national Correspondence Schools, Scranton, Pa. I consider it one of the 
grandest educational institutions of the age. My Course in Sanitary 
Plumbing, Heating, and Ventilation has been of the greatest assistance 
to me in developing patterns. It has helped me out of many a difficult 
piece of work. I am foreman for I. A. Sheppard & Co., of this city, 
manufactureis of stoves, heaters, ranges, and steam and hot- water 
heaters. To the man employed in a mechanical line a technical educa- 
tion is almost a necessity, and I heartily commend the Courses of The 
International Correspondence Schools to all that are ambitious of 
advancement. Henry J. Clark. 1S2 Diamond St.. Philadelphia, Pa. 

1,., 




GAS-FITTERS. 




The Up=To=Date Qas=Fitter. 

The idea that all a gas-fitter need know is how to connect pipes and hang 
fixtures is well-nigh obsolete. The modern gas-fitter must understand the 
nature of gases, the advantages and disadvantages of the various kinds of 
pipes and fittings, the proper arrangement of fixtures, the principles under- 
lying the use of gas and gasoline for cooking, heating, etc., and must be able 
to remedy the defective work of others. 

The step from bringing a concealed gas pipe into a house and placing 
fixtures in the various parts of it, to bringing in an electric wire and similarly 
placing electric lights, is a short one; and many gas-fitters find a knowledge of 
electric-light wiring a necessity, particularly where they are required to put in 
combination fixtures. 

In our Gas-Fitting and Wiring and Bellwork Courses, gas-fitters will find 
all the information necessary for first-class work. 

Wages Increased Over 60 Per Cent. 

When I heard of the Schools, I was not long in becoming a student, 
for I at once realized that this opportunity to get an education was just 
what I needed. I am sure the Schools are, to a great extent, responsible 
for the success that has attended my efforts, for, since I enrolled in the 
Sanitary Plumbing and Gas-Fitting Course, I have been advanced in 
more ways than one, which is evidenced hy an increase in wages of 
more than 60 per cent. My prospects for further advancement grow 
brighter as I proceed with my studies. I wish especially to commend 
your Mechanical Drawing; it alone has been worth many times the price 
of my Scholarship. 

Fred. Schaupp, 322 Guerrero St., San Francisco, Cal. 

Our Instruction Qualifies for the Highest Class of Work. 

In many of our larger towns and cities, gas-fitters form a distinct class of 
workmen. It is for such men, with their apprentices, that our Gas-Fitting 
Course has been written. The Course embraces complete instruction in the 
gas-fitting trade, from simple arithmetic to the design and installation of a 
complete system of gas-fitting. Our instruction in drawing for gas-fitters will 
enable them to make good drawings and lay out their w^ork to the very best 
advantage. The Course will qualify the journeyman to command the highest 
wages and obtain the best positions, or, if he desires, to engage in business for 
himself. Through the information contained in this Course the master gas- 
fitter is qualified to undertake the most difficult work or do general contracting. 

The gas-fitter and plumber in our smaller towns and cities will find that 
such a knowledge of wiring and bellwork as is contained in our Wiring and 
Bellwork Course will materially increase his profits and add to his reputation. 

Increased Salary and Better Position. 

I have found the instruction of The International Correspondence 
Schools much more practical than I had anticipated, and am pleased to 
recommend it as thorough and eflBcient. Since enrolling in the Sani- 
tary Plumbing, Heating, and Ventilation Course, I have improved both 
in salary and position. I recently accepted a good position with Wm. C. 
Cook, of Branch ville, N= J ., as tinner and plumber. It was owing to the 
instruction received in my Course that I secured the position. Every- 
oTie that is desirous of advancement should take a Course in The Inter- 
national Correspondence Schools. All the information one needs in his 
work is contained in the Instruction Papers. 

Asa F. Houck, BranchviUe, N. J. 
17G 




APPRENTICES. 




Experience and Education Acquired Together. 

The School of Plumbing, Heating, and Ventilation presents excellent 
opportunities for rapid advancement to the ambitious apprentice, in the plumb- 
ing, heating, or gas-fitting trades. In his daily work, he learns the proper use 
of tools, and in a general way gets a knowledge of what should be done under 
certain conditions. But of the principles underlying all sanitary work he 
usually has very hazy notions. 

It is just here that the great value of our instruction is proved. The 
student is getting practical experience; we furnish the important technical 
training. Then, as he proceeds with his studies, he applies his knowledge in 
his daily work. He is thus getting a technical education and practical experi- 
ence together. Such knowledge is soon recognized and appreciated by the 
employer. In some cities, apprentices holding a Diploma of one of our Courses 
in plumbing have their apprenticeships shortened by one year. 

Apprentice Becomes Head Man. 

My Course in The International Correspondence Schools has been 
a great help to me in every way, and has enabled me to do my work 
much faster and better. When I enrolled in the Sanitary Plumbing, 
Heating, and Ventilation Course, I was an apprentice and was working 
for S3.00 a week. So easily and quickly did I learn, that improvement 
both in position and wages commenced shortly after I began my Course. 
I am now head man in the shop where I am employed, and receive the 
highest wages. I also have good prospects ahead. I highly recommend 
The International Correspondence Schools. Their instruction will put 
any plumber in the front rank of his trade. 

L. O. Papin, 831 Clay St., Dubuque, Iowa. 

Advancement Follows Study and Experience. 

One of the most valuable studies that the apprentice can take up is that of 
Mechanical Drawing, as applied to plumbing, gas-fitting, or heating and 
ventilation work. It is, in fact, the key to success. From our instruction in 
this subject, backed up by his practical experience, the young man can esti- 
mate accurately on the largest and most important contracts. This knowledge 
is all the more valuable in that men possessing it are comparatively scarce. 
The man that has this qualification need never be out of work. Employers are 
looking for such men and are willing to pay them the highest wages and give 
them the most responsible positions. They are thus afforded plenty of oppor- 
tunity to increase their knowledge of sanitary work, and, when the time comes, 
are ready to go into business for themselves or to fill any of those lucrative 
positions frequently offered to all-round competent men. Success is certain 
by the International method. See Synopses of Subjects on pages 22-31. 

Receives the Highest Wages. 

When I enrolled in the Heating and Ventilation Course of The 
International Correspondence Schools, I was an apprentice. Although 
I had not completed my Course when my apprenticeship term expired, 
I was able to secure a position with a firm in the heating business, at the 
same salary as other men that had been journeymen for years. My 
salary has been steadily advanced ever since, and I have bright pros- 
pects ahead. The practical thoroughness of your instruction has made 
me competent to fill a higher position or to engage in business for myself 
when the opi)ortunity presents itself. I will gladly answer all inquiries 
regarding the Schools. 

L. A. McGuiGAN, Davis, W. Va. 




BOIND VOLUMES OF INSTRICTION PAPERS. 

Realizing the great value of the Instruction Papers and Drawing Plates to 
those that have studied them, and the desirability of preserving them for 
reference, the Schools have reprinted them on special paper and bound them 
into handsome, fully indexed, half-leather volumes. They are now furnished 
to the student by The Colliery Engineer Company as soon as he enrolls (if he 
pays for his Course in cash), or as soon as he has made the second installment 
payment on his Course. So long as he lives up to his contract they cannot 
be taken from him. They are a duplicate set of the Instruction and Question 
Papers sent to the student during his Course, and are supplied in addition 
to. them. 

The Bound Volumes constitute an unequaled reference library. They 
begin with the rudiments of arithmetic, and lead through the entire theory of 
the profession on which they treat. They are copiously illustrated with fine 
perspective and section drawings, and are so arranged and indexed that one 
can find the paragraph treating on any point in an instant. They occupy little 
space, and contain the complete Course on which they treat in permanent 
form; all the tried and proved facts, formulas, and processes of sanitary engi- 
neering are here collected and bound into an orderly systematic whole. The 
volumes are bound durably in half leather, are printed in large open type on 
superior paper, and are well adapted to withstand frequent usage. 

The descriptions of their contents are, briefly, as follows: 

Sanitary Plumbing, Heating, and Ventilation Course. 

Volume I includes the Instruction and Question Papers on Arithmetic, 
Mensuration, and Use of Letters in Algebraic Formulas, and Mechanics. Arithmetic 
is the corner stone of an education, and no pains has been spared to make the 
Schools' Arithmetic unrivaled for simplicity, clearness, and practical efficiency. 
The examples have been made to correspond with the problems likely to arise 
in actual practice, and are thus of immediate benefit to the student in his 
work. Mensuration and Use of Letters in Algebraic Formulas gives plain instruc- 
tion in the use of letters in formulas and in the measurement of plane figures 
and solids. This Paper will be found of great value in making shop and 
drafting-room calculations. Mechanics is a valuable treatise, fully illustrated, 
on the properties of matter, law^s of motion, levers and simple machine ele- 
ments, friction, and specific gravity. The pressure and buoyant effects of 
water, properties of gases, relation of temperature, pressure and volume of 
gases, pumps, strength of materials, siphons, etc., are fully treated. 

Volume II contains the Instruction and Question Papers on Plumbing and 
Drainage, Gas and Gas- Fitting, and Electric-Light Wiring and Bellwork. Plumb- 
ing and Drainage is a valuable treatise on plumbing materials, fittings, tools 
and their uses, the manipulation of water, plumbing fixtures, drainage, lead 
burning, and the various systems of plumbing and drainage, with the laws 
and regulations governing plumbing work. The Paper is fully illustrated, and 
the treatment is thorough, practical, and up to date. Gas and Gas-Fitting. — 
This Paper treats of the supply, distribution, combustion, and luminosity of 
gas; and deals with meters and their reading, fixtures, piping, gas troubles 
and their remedies, etc., closing with a chapter on the properties of light and 
illumination in general. Electric-Li g}d Wiring and Belluork treats clearly of 

178 



BOIND VOLIMES OF INSTRICTION PAPERS. 

the fundamental principles of electricity, gives thorough instruction in wiring 
for incandescent lamps, with the calculations relating thereto, and treats in 
detail of the construction, operation, and installation of bells, annunciators, 
burglar alarms, etc., and electric gas lighting. It is an exceedingly useful 
treatise. 

Volume III includes the Instruction and Question Papers on Principles of 
Heating and Ve)itilatlon, Steam Heating, Hot- Water Heating, Furnace Heating, 
and Ventilation of Buildings. Principles of Heating and Ventilation deals in 
general with the various kinds of heat and the measurement thereof, chimneys 
and flues, circulation of air and gases, laws of chemical combinations, and the 
principles, operation, defects, and remedies of heating apparatus in general. 
Stea77i Heating treats in detail of steam generators, with a description of the 
various boilers in use and tlie methods of preventing or remedying boiler 




- ... , ■ - .._....-- ,.- .->-M^ 

Bound Volumes of the Sanitary Plumbing, Heating, and Ventilation Course. 

troubles; of the various valves, traps, and other fittings and appliances; and 
of ihe installation of all kinds of steam-heating apparatus. Hot- Water Heating. 
This Paper describes fully all kinds of hot-water heating apparatus, including 
boilers, expansion tanks, radiators, valves, etc. The proportioning of a hot- 
water system, with the various systems of heating in use, is described in detail, 
A valuable chapter on the heating of greenhouses closes the Paper. Furnace 
Heating describes in detail the various types of hot-air furnaces. The size and 
location of a furnace, foundations, and settings, cold-air supply, hot-air flues, 
etc. are thoroughly treated. Ventilation of Buildings is a very valuable treatise 
on an important subject. A chapter is devoted to a discussion of the quality, 
quantity, and preparation of air, with the various methods of testing, moisten- 
ing, drying, and filtering it. The various systems of ventilation, with their 
good or bad features, are thoroughly treated. Numerous examples are given, 
illustrating all phases of ventilation. 




Leak>ing to Draw by Mail. 



BOIND VOLIMES OF INSTRICTION PAPERS. 

Volume IV includes the Instruction Papers on Geometrical and Mechanical 
Draining, and the accompanA'ing Plates. This Volume differs in form from 
the other Volumes. Its size is 111 i". X 14^ in., the Drawing Plates being 12 

inches long between the bor- 
der lines. The directions 
for drawing each Plate are 
on the page directly oppo- 
site, thus avoiding the 
necessity of turning the leaf 
w^ien referring to the text. 
The plates are large photo- 
zinc reproductions of original 
drawings, and are unsur- 
passed examples of the 
draftsman's art. 
. With the aid of copious 
illustrations, the use and 
care of instruments are ex- 
plained. Then simple geo- 
metrical constructions are 
taken up, lettering, lines used on drawings, use of scales, sectioning, and 
shading. The Plates gradually become more difficult, including plumbing 
details, water closet, globe valve, water heater, house plumbing, steam heat- 
ing, etc. Directions for making blueprints and tracings complete the Volume. 
Volume V contains all the Tables and Formulas given in the first three 
Volumes, here collected in one thin book for quick reference in practice. Its 
value is at once apparent. 

Volume VI includes the Answers to Questions. This is a Key to all the 
Question Papers. It is illustrated where v^er necessary, and when used judi- 
ciously will save the industrious student much valuable time and patience. 

Sanitary Plumbing and Qas=Fitting Course. 

Volume I. Arithmetic, Mensuration and Use of Letters in Algebraic Formukis^ 
Mechanics. Volume II. Plumbing and Drainage, Gas and Gas-Fitting, Electric- 
Light Wiring and Bellwork. Volume III. Geometrical Drawing, Mechanical 
Drawing. Volume IV. Tables and Formulas. Volume V. Answers to 
Questions. 

The Papers in the Sanitary Plumbing and Gas-Fitting Course are the same 
as those of the same name in the Sanitary Plumbing, Heating, and Ventilation 
Course, to which the reader is referred for descriptions. 

Sanitary Plumbing Course. 

Volume I. Arithmetic, Mensuration and Use of Letters in Algebraic Formulae, 
Mechanics. Volume II. Plumbing and Drainage. Volume III. Geometrical 
Drawing, Mechanical Drawing. Volume IV. Tables and Formulas. Volume V. 
Answers to Questions. 

The Papers in this Course are. tlie same as those of the same name in the 
Sanitary Plumbing, Heating, and Ventilation Course. 



BOIND VOLIMES OF INSTRICTION PAPERS. 

Gas-Fitting Course. 

Volume I. Arithmetic, Mensuration and Use of Letters in Algebraic Formulas, 
Mechanics. Volume II. Gas and Gas-Fitting, Electric-IAght Wiring and Bell- 
work. Volume III. Geometrical Drawing, Mechanical Drawing. Volume IV. 
Answers to Questions. 

The Papers in this Course are the same as those of the same name in the 
Sanitary Plumbing, Heating, and Ventilation Course. 

Heating and Ventilation Course. 

Volume I. Arithmetic, Mensuration and Use of Letters in Algebraic Formulas, 
Mechanics. Volume II. Principles of Heating and Ventilation, Steam Heating, 
Hot- Water Heating, Furnace Heating, Ventilation of Buildings. Volume III. 
Geometrical Drawing, Mechanical Drawing. Volume IV. Tables and Formulae. 
Volume V. Answers to Questions. 

The Papers in this Course are the same as those of the same name in the 
Sanitary Plumbing, Heating, and Ventilation Course. 

Wiring and Bellwork Course. 

This Course is comprised in one Bound Volume, and includes the subjects 
of Arithmetic, Mensuration and Use of Letters in Algebraic Formulas, and Electric- 
Light Wiring and Bellwork. 

These Papers are the same as those of the same name in the Sanitary 
Plumbing. Heating, and Ventilation Course. 



We cannot do justice to the usefulness of these Bound Volumes. Those, 
however, who have received them are enthusiastic in their praise. We give 
below a few specimen testimonials out of many hundreds received: 

Practical and Thorough. 

The Bound Volumes of the Sanitary Plumbing, Heating, and Ventilation Course cover 
the practical points in the Course most thoroughly, and as works of reference are of untold 
value not only to the student but to the finished mechanic. I must say they far exceed what I 
expected to receive. J. C. Ferrin, Asst. Supt. Pullman Palace Car Shops, Ludlow, Ky. 



Worth Three Times the Price of the Course. 

I have found the Bound Volumes of the Sanitary Plumbing, Heating, and Ventilation 
Course to be very satisfactory. I would not part with them for three times the price of 
my Course. J. P. McDonough, Vineyard Haven, Mass. 



A Remedy for Every Trouble. 

I prize the Bound Volumes of the Sanitary Plumbing, Heating, and Ventilation Course 
very highly. I consider them worth many times the price of the Course to me. I keep th€m 
at all times at my place of business, and find in them a remedy for every trouble. 

Harry H. Wister, Fayetteville, Ark. 



A Storehouse of Information. 

I would not exchange the Bound Volumes of my Course for many times their value. 
They are superbly printed and bound — a storehouse of the most useful information on the 
subjects of which they treat, and all arranged so as to be very easy of access. 

Thos. S. Ainge, Staie Board of Health, Lansing, Mich. 
ISl 



SYNOPSES OF SIBJECTS 

TAUGHT IN THE 

Sanitary Plumbins:, Heating, and Ventilation Course, 



ARITHMETIC. 

{lis Pages.) 
Fundamental Processes — Cancelation — nate Numbers— Measures and Weights— In vo- 
Fractions — Decimals — Percentage— Denomi- 1 ution— Evolution— Ratio— Proportion. 

GEOMETRICAL DRAWING. 

{69 Pages, 79 Illustrations, 5 Plates.) 
Instruments and Materials: The Drawing Objects — Lines Used on Drawings— Different 
Board, Paper, T Squares, Triangles, Com- Views of an Object— Drawing Various Views 
passes. Spacing Dividers, Pencils, Right Line of Simple Objects in Orthographic Projection 
or Ruling Pen, Irregular Curves, Protractors —Directions for Dimensioning Drawings— The 
—Directions for Use and Care of Instruments Conic Section: Ellipse, Parabola, Hyperbola 
—Inking— Drawing Ink— Sharpening Ruling —Methods of Lajing Out the Intersections 
Pens— Directions for Lettering— Simple Geo- and Developments of Cylindrical and Conical 
metrical Constructions — Representation of Surfaces— Shade Lines. 

MECHANICAL DRAWING. 

{U^ Pages, 10 Plates, 1,9 Illustrations.) 
Mechanical Details: Single and Double an All-Porcelain, Front Out, Washout Water 
Square-Threaded Screws, Single and Double Closet— Longitudinal Section of a 5-inch Globe 
V-Threaded Screws, Section of Brass Nipple, Valve— Vertical Section of a Cast-Iron Sec- 
Hand Wheel, Crank— Section Lines— Scales— tional Water Heater— Elevation of a System 
Plumbing Details: Half Section and Half of Plumbing for a Kitchen, When a Set of 
Elevation of a Brass-Ferrule Connection Be- Washtubs is Located in the Basement Be- 
tween a Lead and a Cast-iron Pipe; Sectional neath, and Two Bathrooms Are Situated 
Elevation and Top View of the Floor Joint Above, One to the Right and One to the Left 
Between a Porcelain Closet Trap and a Lead —Drainage System for a Two-Story Frame 
Soil-Pipe Branch; Section of a Brass Plug and House, the Building Being Shown in Trans- 
Socket Waste, and the Method of Securing it verse Section— Steam Heating for Part of a 
to the Bottom of a Porcelain Washtub; Ver- Building That Contains a Low-Pressure 
tical Section of a Lead Bottle Trap; Section of House-Heating Steam Boiler and a Number of 
a Cast-iron Disconnecting Trap; Section of a Coils and Rad:ators Connected Thereto by 
Tank Valve With Siphon Connection and a Means of Ordinary Steam Piping — Section 
Portion of the Tank; Longitudinal Section of Showing Complete Plumbing and Drainage 
a %-inch Brass Bali-Cock Attached to the Side System in a Building— Tracings— Blueprint- 
of a Cast-iron Tank— Longitudinal Section of ing. 

MENSURATION AND USE OF LETTERS IN ALGEBRAIC 
FORMULAS. 

{W Pages, 66 Illustrations.) 
Formulas — Mensuration: Lines and Angles, and Cone, The Frustum of a Pyramid or Cone, 
Quadrilaterals, The Triangle, Polygons, The The Sphere and Cylindrical Ring. 
Circle, The Prism and Cylinder, The Pyramid 

MECHANICS. 

{ISO Pages, 91 Illustrations.) 

Matter and Its Properties: Motion and trifugal Force, Specific Gravity, Work— Hy- 

Velocity, Force, Center of Gravity, Simple drostatics: Buoyant Effects of Water, Capil- 

Machines, Fixed and Movable Pulleys, The lary Attraction— Hydrokinetics: Velocity of 

Inclined Plane, The Screw, Friction, Cen- Efflux, The Contracted Vein, Flow of Water 

182 



SYNOPSES OF SIBJECTS. 



MECHANICS.-Continued. 



ia Pipes— Pneumatics: Pneumatic Machines, 
Pumps, Air Chambers, Steam Pumps, Calcu- 
lations Relating to Pumps— Strength of Ma- 
terials: Tensile Strength of Materials, Rules 
and Formulas for Tensile Strength, Chains, 

PLUMBING AN 

{325 Pages, 278 
Materials: Sheet Metals, Rivets, Pipes, 
Miscellaneous Materials, Fittings for Screwed 
Pipes, Inspection of Materials— Tools: Cutting 
Pipe, Bending Pipe, Pipe Threads, Cocks and 
Valves, Solder, Fluxes, Tinning and Soiling, 
Methods of Joining Metals, "Wiping Seams in 
Tank Linings; Lining Tanks, Sinks, Etc.; 
Brazing, Joining Cast-Iron Pipes, Connecting 
Pipes of Different Materials, Supports for 
Pipes, Fastening Iron Rods, Bolts, Etc. to 
Stonework — Water and Its Manipulation: 
Measuring Pressure, Solvent Action of Water, 
Absorption of Gases in Water, Water Hammer, 
Connection to Street Main, Notching Floor- 
beams, Sags in Pipes, Circulation of Water, 
Exi)ansion Pipes, Waterbacks or Water Heat- 
ers, Hot-Water Boilers, Boilers Heated by 
Steam, Storage Tanks for Water— Plumbing 
Fixtures: Sinks, Wash Basins, Bath Tubs, 
Laundry Tubs, Water Closets, Flushing Ap- 
paratus, Latrines, Trough Closets, Urinals — 



Hemp Ropes, Wire Ropes, Crushing Strength 
of Materials, Transverse Strength of Materials, 
Shearing or Cutting Strength of Materials, 
Strength of Cylinders Subjected to Internal 
Fluid Pressures. 

D DRAINAGE. 

Illustrations. ) 
House Drains and Drainage: Sewage and 
Sewer Gas, Traps, Grease Intercepters and 
Traps, Fresh- Air Circulation in Drainage Sys- 
tems, Vents and Siphonage; Soil, Waste, and 
Vent Pipes; Drains, Flushing Drains — Lead 
Burning: Apparatus, Manipulation, Lining 
Tanks— Drainage: Testing Drains, Etc.; Freez- 
ing of Pipes; Clearing Choked Drains, Etc.; 
Ventilation of Water-Closet Apartments, Dis- 
posal of Sewage, Sewers, Stable Drainage, 
Cellar Drainers— Water Supply: Methods of 
Supplying Water, Water Meters, Size of Water 
Pipes, Purification of Water, Locating Fix- 
tures — Systems of Plumbing and Drainage: 
Plan of Outside House Drainage, Plan of In- 
side House Drainage, Plan of Piping for 
Water Supply With Street Pressure, Plan of 
Piping for Water Supply With Tank Pressure, 
Plan of Piping for Water Supply With Double- 
Boiler System— Laws and Regulations. 



GAS AND GAS-FITTING. 

{115 Pages, 95 Illustrations.) 



ducing Heat, Water Heaters, Fire Checks- 
Fixtures: Details of Fixtures, Locating Fix- 
tures, Complaints and Remedies— Gas Making: 
The Different Kinds of Gas, Gas Machines- 
Light: I^Properties of Light, Illumination. 
Photometry. 



The Uses of Gas— Gas Supply and Distribu- 
tion: Pipes, Fittings, Flow of Gas, Pressure of 
Gas, Reading Gas Meters, Regulation of Gas 
Pressure, Pressure, Piping Buildings, Testing 
a System of Pipes— Combustion and Lumi- 
nosity of Gas: Luminosity of Gas Flames, 
Modes of Producing Light, Burners for Pro- 

ELEGTRIC-LIGHT WIRING AND BELLWORK. 

{76 Pages, 97 Illustrations.) 
Electric-Light Wiring: Fundamental Princi- struction and Operation, Annunciators, 
pies. Drop or Loss of Potential, Wiring for Special Electric Fittings, Electric Gas Light- 
Incandescent Lights— Bellwork: Bell Con- ing. 

PRINCIPLES OF HEATING AND VENTILATION. 

{195 Pages, 113 Illustrations.) 



Heat: Heat Propagation, Dynamical Theory 
of Heat, Expansion of Bodies by Heat, Spe- 
cific Heat, Latent Heat— Steam: Steam Tables, 
Freezing Mixtures, Generation of Heat, Meas- 
urement of Heat, Circulation— Chimneys and 
Flues: Measurement of Air, Friction in Pipt« 
and Flues, Conduits and Bends, Splitting Air 
Currents, Wind— Air and Gases: Composition 
of the Atmosphere, Humidity, Moistening Air, 
Evaporation and Drying— Chemical Elements: 



Laws of Chemical Combinations, Combustion 
—Heating and Heating Apparatus: Heating 
Air, Construction of Radiators, Emissive 
Capacity of Radiators, Amount of Radiator 
Service Required, Loss of Heat From Build- 
ings, Amount of Heat Required, Volume of 
Hot Air Required, Methods of House Heating, 
General Requirements of a Heating System, 
Preventing Loss of Heat, Regulation of Tem- 
perature, Methods of Moving Air. 



183 



SYNOPSES OF SIBJECTS. 



STEAM HEATING. 

(9>i Pages, S5 Illustrations.) 
Steam Generators: Circulation, Transmis- Steam Separators, Reducing Valves, Speciai 
sion of Heat, Stayed Surfaces and Braces, Stop- Valves, Special Fittings, Expansioii 
Construction of Boilers, Description of Boil- Joints— Steam-Heating Systems: Steam as a. 
ers, Horsepower, Priming and Foaming, In- Heating Agent, Circulation of Steam, Drain- 
crustation and Sediment, Corrosion, Cleaning, age, Piping Systems, Designing a Pipe System, 
Boiler Setting — Fittings and Appliances: Pimng a Building, Types of Heating SysteiDs, 
Boiler Feeders, Traps for Steam and Air, Cooking Apparatus. 

HOT-WATER HEATING. 

{52 Pages, I49 Illustrations.) 
Heating Apparatus: Boilers, Expansion Systems of Heating: Starting and Testing— 
Tauks, Compensating Apparatus, Radiators, Heating Greenhouses: Heating Surface Re- 
Fittings, Valves, and Vents, Piping, Circula- quired, Arrangement of Pipes, 
tion, Proportioning a Hot- Water System— 

FURNACE HEATING. 

(>iO Pages, SO Illustrations.) 
Hot- Air Furnaces: Description of Furnaces, Distribution: Cold-Air Supply, Hot- Air Flue^ 
Furnace Details, Location of a Furnace, Size of Furnace Required, General Notes. 
Foundations and Settings— Air Supply and 

VENTILATION OF BUILDINGS. 

{78 Pages, 26 Illustrations.) 
Quality, Quantity, and Preparation of Air: Draft System,Ventilation With Direct Heaters, 
The Vitiation of Air, Quantity of Air Re- Forced Blast, Combined Systems, Mixing 
quired, Testing Air, Preparation of Air, Dif- Valves, Flues and Ducts, A Bad Sanitary 
fusion and Distribution of Air — General Arrangement— Practical Ventilation: Venti- 
Arrangements: Upward and Downward lation of Dwellings, Schoolhouse, Manufac- 
Ventilation, The Exhaust and Pressure Sys- tory. Etc., With Many Examples of Ventila- 
tems, The Aspiration System, The Natural- tion and Heating. 



LIST OF SIBJECTS TAIGHT. 



Sanitary Plumbing and Gas-Fittin? Course. 

Arithmetic, Geometrical Drawing, Mechanical Drawing, 

Mensui-ation, Mechanics, Plumbing and Drainage, Gas and Gas-Fitting, 

Wiring and Bellwork. 



Sanitary Plumbin? Course. 



Arithmetic, Geometrical Drawing, Mechanical Drawing, Mensuration, 

Mechanics, Plumbing and Drainage. 



Heating and Ventilation Course. 

Arithmetic, Geometrical Drawing, Mechanical Drawing, 

Mensuration, Mechanics, Principles of Heating and Ventilation, Steam Heatiug, 

Hot- Water Heating, 

Furnace Heating, Ventilation of Buildings, 

I54 



LIST OF SUBJECTS TAUGHT. 



Gas-Fitting Course. 



Arithmetic, Geometrical Drawing, 

Mechanics, Gas and Gas- Fitting, 



Mechanical Drawing, Mensuration^ 

Electric-Light Wiring and. Bellwork. 



Wiring and Bellwork Course. 



Arithmetic, 



Mensuration, 



Electric-Light Wiring and Bellwork. 



The Papers in the subjects of the above Courses are the same as those, of the 
name in the Sanitary Plumbing:, Heating:, and Ventilation Course, to which the reader is 
referred for Synopses. In the Gas-Fitting: and Sanitary Plumbing: Courses, however, the 
work on the Plates referring: strictly to Plumbiug: and Heating:, respectively, is optional 
with the student. 



Time Required to Complete the Courses. 

The time required to complete a Course depends on natural ability, pre- 
vious education, habits of application, and the time devoted to study. It will 
take a student that can devote two hours a daj^ for six days in the week about 
two years to complete the Sanitary Plumbing, Heating, and Ventilation Course, 
and about fifteen months to complete one of the other Courses, except Wiring 
and Bellwork, which is a short Course. 

You do not have to complete a Course before being able to apply your 
knowledge. Our subjects are so arranged and the information given is so 
systematic and practical that the student can make immediate use of it in his 
work. Many of our most successful students have not yet completed their 
Courses. You earn while you learn, and the more you learn, the more you 
will earn. 



Principal of The School of Plumbing:, Heating, 
and Ventilation. 

Thomas N. Thomson, Sanitary Engi- 
neer, Principal, member of the American 
Society of Heating and Ventilating Engi- 
neers, is a scholar of Heriot-Watt College, 
Edinburgh. He was instructor in plumb- 
ing and sanitation in the Institute of 
Science and Technology, Edinburgh. Reg- 
istered as a science teacher by the Science 
and Art Department, London, England; 
holds the full technological certificate of 
the City of London for sanitary plumbing; 
worked as journeyman and foreman for 
sanitary engineers in this country and 
Europe; and managed a large shop on Long 
Island. He entered the employ of the 
Schools Mav 1, 1894. 




Sample Page of Instruction Paper. Plumbing and Drainage. 
PLUMBING AND DRAINAGE. 597 



not be forced out with the flow of the water. An arrange- 
ment similar to that shown in Fig. 354 will answer the pur- 
pose. An air-tight metal cylinder A 
having an inlet pipe a connecting it to the 
/ delivery pipe b of the force pump shown, 



8 




mm 






and an outlet pipe c led to the house 
to be supplied with water, forms an 
underground storage tank under 
pressure. 

A check-valve d prevents the 
water in A from flowing back 
through b into the pump or out of the draw-off cock e above 
the surface of the ground. It will be seen that the plunger 
in the pump cylinder, which is under water in the well, is 
operated by the application of force to the handle of the 
bent lever /", the fulcrum of which is solidly bolted to a 
platform over the well. The pump shown is single-acting, 
and it raises water with the up stroke of the plunger. A 
stuffing-box at g, through which the plunger rod h moves, 
makes a water-tight joint. 

A stop and waste cock on the pipe which supplies e can be 
operated by a T-handle key i. This is only for winter use to 

186 



Sample Page of Question Paper. Gas and Gas-Fitting. 

GAvS AND GAS FITTING. 879 

(672) How would you run a 1^-inch wrought-iron service 
pipe through earth which is partly made up of ashes ? How 
would you protect the pipe ? 

(673) The pressure of gas in the basement of a tall 
building is 1.25 inches of water. The density of the gas 
compared with air is .5. AVhat will be the pressure in 
inches of water of the gas on the eighteenth floor, which is 
220 feet above the basement ? Ans. 2.85 inches of water. 

(674) Describe the operation of a dry governor. Where 
is it commonly employed, and why ? 

(675) (<^) In piping a building for the distribution of 
gas, how would you provide for condensation within the 
pipes ? {b) Suppose that an unavoidable sag is made in one 
of the main lines in a cold place of the basement, how would 
you provide for accumulation of water of condensation 
there ? 

(676) What do you understand by the term " combustion 
of gas ? " 

(677) {a) Briefly describe the Argand burner, and state 
the most desirable pressure at which it should burn the 
gas. {b) AVhy is a chimney necessary for the Argand 
burner ? 

(678) {a) What are gas fixtures ? {b) Distinguish between 
gas brackets and chandeliers. 

(679) [a) How do you account for the flickering and 
jumping of gas lights ? [b) How would you remedy the 
defect ? 

(680) How many U. S. gallons of gasoline of the best 
grade are required to furnish 15 c.p. gas to ten 5-foot 
burners for 100 hours ? Ans. 22.5 gallons. 

(681) Briefly describe the process of determining the 
candle power of a gas flame by the use of the Rumford 
photometer. 

(682) What are the principal objections to lead, tin, and 
composition as materials for gas pipes in buildings ? 

187 



A FEW FACTS ABOUT SHEET METAL. 



MECHANICS WHO CAN DRAW ARE IN 
DEMAND. 

The cry among mechanics today is that boys 
and girls and machinery are reducing wages and 
that the demand for skilled labor is diminishing. 
I used to believe this. However, after having re- 
ceived instruction from you forfourteen months, I 
have decidedly changed 
my opinion. In my estima- 
tion, mechanics with tech- 
nical education in draw- 
ing are more than ever in 
demand. I have found 
your system far better 
than that of night schools 
in which I lost ground 
whenever I missed a les- 
son' through having to 
work overtime. To say 
nothing of your liberality 
and unceasing patience 
and interest in the stu- 
dents, I have found your 
method complete, direct, and convenient. I 
believe that if every mechanic could take a 
Course in your Schools it would be a real benefit. 
I thank you for the education that I have 
received. A. J. Boeddekee, 

lOU E. Chase St. Baltimore, Md. 




Follow the course of an average man for a single day, and observe how 
frequently his eyes meet some object cut, pressed, stamped, drawn, or spun 
from sheet metal. Perhaps the basin in which he washes his face and hands 
in the morning; nearly every article used in the preparation of his breakfast, 
from stove and coal hod to coffee pot and frying pan; even the pail in which 

he carries his dinner; all are 
wholly or in part the product of 
the sheet-metal worker's skill. 
Quite likely his place of labor 
has a sheet-metal roof and cor- 
nice, chimneys and ventilators; 
the show cases, fixtures, rail- 
ings, signs, interior decorations, 
and a large proportion of all the 
things he sees and handles dur- 
ing the day, are made of sheet 
metal. Likewise even the. toys 
of his children, which meet his 
eyes on his return home. 

The first man who chanced to 
dig up a little nugget of native 
gold or copper, or some other 
man who found a piece of malle- 
able metal in the ashes of his 
fire, as the results of the acci- 
dental smelting of certain ore 
happening therein, may very 
probably have pounded it thin- 
ner between two stones, and 
thus have become the first sheet- 
metal manufacturer. Processes 
identical with many of our 
modern ones were undoubtedly practiced by that master metallurgist and 
machinist, Tubal-Cain, and by the long line of skilled artificers who have been 
his disciples and followers down through the ages. 

Our civilization in its modern glory, and in its far greater glory yet to 
come, is almost .wholly dependent on the art of metal working in its various 
branches; we could not conceive of the construction of instruments of modern 
engineering and other sciences, if we were limited to such primitive materials 
as wood and stone. Truly the man who can "make two blades of grass grow 
where but one grew before" is to be commended. How much can be said 
of those men who are able to invent and design the myriads of beautiful 
things which can be made of sheet metal. 

In the production of all industrial work of importance, drawing fills 
a most important part; verbal descriptions are insufficient for workmen 
who perform the actual labor; drawings tell exactly what is meant while 
words utterly fail. Important as a knowledge of drawing is in almost every 
trade, it is of the greatest value to persons connected with the sheet-metal 
industry. Many articles now made by hand will eventually be made by 
machinery. No better reasons could exist to the skilled hand worker for 
learning the art of sheet-metal pattern drafting. 

The Courses given by The School of Sheet-Metal Work are designed 
especially for tinsmiths, coppersmiths, plumbers, sheet-iron workers, fur- 
nace workers, and makers of duct work in general; cornice makers, 
skylight makers, show-case makers, and architectural sheet-metal workers. 
These Courses enable a student to ** strike out" working patterns for all 
kinds of sheet-metal work. 

It is a great mistake to suppose that education can be obtained by only the 
fortunate few. Any sheet-metal worker who will, can acquire this knowledge, 

iss 



THE SHEET-METAL WORKER'S CHANCE. 

Today pattern drafting is an exceedingly well-paid profession, because 
the demand for competent pattern drafters far exceeds the supply. Few other 
trades furnish as good opportunities for advancement as the sheet-metal 
trades to the skilled mechanics who understand the principles of their work 
and can strike their own patterns. ' 

The rapid exhaustion of the available timber forests of the world, and tlie 
consequent steady advance in price of the better grades of lumber in recent 
years, render it certain that an almost infinite number of articles now manu- 
factured of wood will soon be made of sheet metal. Not only has the develop- 
ment of better processes for the manufacture of sheet metal made possible a 
cheaper and more uniform production of many of the most important articles 
connected wuth civilized life, but what has been done and is being done is only 
an indication of what will be done. 

The tinsmith, coppersmith, iron worker, or the boiler, cornice, skylight, 
and show-case maker, who today thoroughly masters the principles of sheet- 
metal pattern drafting, and who has obtained the knowledge of how to apply 
the principles taught by The School of Sheet-Metal Work, is prepared to 
supply this demand. He knows the theory of his trade. He is able to do 
his present work wdth the greatest skill and the least effort. He can work 
out, scientificalb', designs of new plans of his own for better machinery, 
better processes, and better products. The highest wages are paid him, and 
his skill has a future full of promise. 

Fashions in metallic designs are so changeable that patterns which are 
quite satisfactory during one period are not acceptable after a lapse of a verj-- 
few years. Such being the case, there is a fine opportunity for workmen o^f 
skill and ingenuity. 

Mere rule of thumb does not help a man, however clever, to strike patterns 
that are really difficult. It can only be done by a knowledge of that branch 
of drawing technically known as the development of surfaces of solids. For 
this reason, particular attention is paid by The School of Sheet-Metal 
Work to freehand and instrumental drawing; both the elementai-y and 
advanced Courses include thorough training in this direction. Instruction 
in other subjects is given with the object of teaching the student how he 
may apply a few simple rules to advantage in his work. One who masters 
these principles is able to work 
from roughly drawn customer's 
sketches, with unfailing 
accuracy. 

The problems connected 
with sheet-metal work are based 
upon easily comprehended 
principles. With a knowledge 
of them, a worker in sheet metal 
may successfully cope with any 
problem, however difficult, that 
he may be called upon to solve. 
The training of the eye for par- 
ticuluar observation and of the 
hand for practical work, are the 
objects of this School. 

The way is now open by 
which every sheet-metal worker may obtain in The School of Sheet-^fetal 
Work the knowledge he requires. Distance cannot prevent, for many thous- 
ands of students living in all parts of the world are now being successfully 
taught trades and professions through the mails that leave Scranton 
daily. In short, this method of instruction is adapted for all who desire to 
learn. It is inexpensive, calls only for leisure hours, brings the student into 
contact with the ablest Instructors, and does not require him to leave home 
from the time he enrolls to the time he receives his Diploma. 

189 



HIS COURSE MORE THAW PAID FOR 


ITSELF 








K^'W^i^^^ .- ^im^-^mtm 




I am a tinsmith, and 


1 


consider your Course in 


^ 


Pattern Drafting one of 


\ 


the best investments I 


I 


ever made. Before I was 


' --^ t 


half through I had real- 






ized from it more than the 


^^^^fSHHIH 




money paid for the whole 


BUHf^H^^^I 




Course. 


^^B^B ^^^^i^^^^^l 




M. E. Tobias, 


^S^v V^^^^^l 




63 15th St.. 


I^^B ^^^^^^^^^1 




Wheeling. W.'Va. 


mS^M 











THE SCHOOL OF SHEET-METAL WORK. 

The instruction in this School is designed to quaUfy sheet-metal workers 
to "strike out" working patterns for all varieties of sheet-metal work. The 
knowledge thus gained will enable the practical man to advance himself to a 
lucrative position as pattern draftsman, or superintendent of an establishment 
for the manufacture of any variety of sheet-metal work. 

The student begins with the study of Arithmetic. Instruction in this 
subject comprises all that is necessary for the working out of various capacities 
and dimensions pertaining to sheet-metal work. 

In Mensuration, concise and systematic rules are taught for the measure- 
ment of regular and irregular surfaces and volumes. The various exercises 
and examples given are such as arise in daily work. 

The Freehand Drawing Paper teaches how to make fairly accurate sketches 
of mechanical forms, without the use of instruments, and to make use of 
such sketches in practical work. 

In Instrumental Drawing the student is taught the use and care of draw- 
ing instruments and materials, and receives clear instruction for drawing the 
preliminary Plates. 

The three Geometrical Papers include points which are most valuable to 
the worker in sheet metal, making him familiar with figures, curved surfaces, 
solids, and their properties. 

Practical Projection teaches the student how to prepare working draw- 
ings, and to read and understand shop details. Plates accompany this 
Paper. 

The Paper on Developments qualifies the student as a practical draftsman. 
When he has completed this subject, he is able to produce any sheet-metal 
pattern. 

The remainder of the Course, as will be seen from the synopses on 
pages 14, 15, and 16, is devoted to the application of principles learned. It 
consists of a wide variety of shop problems. Every branch of the trade is 
lepresented in The School of Sheet-Metal Work, and every student will find 
problems especially adapted for him. 

REQUIREMENTS FOR ADMISSION. 

No examination is required for admission to this Course. Ability to read 
and write is all that is necessary. No restrictions are made regarding age or 
nationality, provided that the student can read and write English. Students 
may enroll at any time. 

The student who completes all the subjects of his Course, and passes a 
final examination, is awarded the Sheet-Metal Pattern Drafting Diploma. 

A Scholarship Certificate (issued to the student as soon as he pays in 
full for his Course) entitles the student to the full benefits of The School of 
Sheet-Metal Work until he has completed the Course. No charge is made for 
final examination or Diploma. The aggregate expense connected with a 
Course is less than the cost of the school books which a student must buy 
who is pursuing the same studies in any residence school. No student 
is required to purchase instruments or materials from the School, although he 
can often save money by so doing. 

Postage on answers returned from the Instruction Department and on 
all other mail matter sent to the student, is prepaid by the School. To students 
residing in countries of the Universal Postal Union, outside of the United 
States, Canada, and Mexico, an extra charge of |3.00 for the Sheet-Metal 
Pattern Drafting Course is made for foreign postage, payable in advance. 



THE SHEET-METAL PATTERN DRAFTING COURSE. 

FOR SHOP BOYS AND APPRENTICES. 

There is a current idea that a boy who starts in life by working at a small 
salary is learning some business or other. The errand boy or "cub" in a 
hardware store or tin shop is supposed to be mounting the steps leading to 
the proprietorship of these places. But is he ? This depends on the boy and 
on his employer. Many a boy has worked two or three years in a tin shop, 
doing cleaning up of all kinds, 
carrying heavy bags of tools, 
and often being the victim of 
abuse, at $3.00 per week, under 
the hallucination that he was 
learning the tinner's trade. 
Some employers will give the 
boys in their employ no ideas of 
business methods. Others are 
free in imparting information, 
but unfortunately their own 
business ideas may be worthless. 

A system that will not only 
give boys a good practical train- 
ing in drawing but also ground 
them in the principles of their 
trade, in the knowledge of ma- 
terials, and so train both the 
head and the hand as to enable 
a boy, within a comparatively 

short time, to become a com- 

petent workman, able to com- 
mand a living, meets a timely demand. The School of Sheet-Metal "Work 
supplies this need. It gives assistance of the right kind. 

There is a much better opportunity than ever before for young men 
who enter the sheet-metal-working trades, provided that they are willing 
to spend a portion of their leisure time in learning to lay out patterns. Such 
a person may make himself useful from the start. The boy in a small shop, 
where he is merely a number, may thus gradually appeal to fellow workers by 
his exceptional intelligence. In time, the foreman takes notice, the boy 
is given better work, and is next assigned to special, jobs. In due course 
he becomes a full-fledged workman, and is one of the skilled few appearing to 
the contractor's mind, when difficult work is to be carried out requiring 
thought and good judgment. 



HELPED HIM OUT OF MANY 
DIFFICULTIES. 

I cannot praise The International Correspond- 
ence Schools and their system of instruction too 
highly. I hold a position 
as foreman for 1. A. Shep- 
pard & Co., having charge 
of the finishing rooms, 
sheet-iron and boiler 
rooms, and' also the con- 
struction of steam and hot- 
water heaters. The knowl- 
edge I have gained from 
the Schools has been of the 
greatest help to me in the 
sheet-iron department, 
since it has helped me out 
of many a difficulty and 
has enabled me to develop 
patterns. I can heartily 
recommend correspondence instruction. 

Henry J. Clark, 
132 Diamond St., Phila., Pa. 




FOR TINSMITHS AND SHEET-IRON WORKERS. 

No working man can honestly consider himself a "journeyman" until he 
has acquired the knowledge of those forms that frequently occur in his daily 
work. This is a knowledge of inestimable benefit to the mechanic; without it 
he must content himself with a subordinate position, never expecting to be 
able to rise above his fellows. His name will occupy a much lower position 
on the pay roll than that of his more thoughtful companion who is able to 
demand and obtain better wages because he can lay out his own work. 

Later in life, when his hard-earned wages have accumulated to an amount 
sufficient to enalble him to launch into business for himself, he is obliged to 
employ higher-priced labor than he would if he himself were competent to lay 
out patterns for his own work, or had knowledge that would enable him to do 
his own estimating. 

The Sheet-Metal Pattern Drafting Course affords an exceptional oppor- 
tunity for tinsmiths and sheet-iron workers to become proficient in reading 
working drawings and in laying out practical patterns. 

191 



FOR PLUMBERS. 

Journeymen Plumbers, by taking this Course, will be enabled to construct 
any of the varied shapes frequently entrusted to them. In many sections of 
the country, the master plumber is called on to include in his contract much 
of the work around a new building that was formerly a part of the sheet- 
metal worker's province. It is therefore essential that he should be prepared 
to execute such work and secure the profit, rather than to sublet the work and 
allow others to reap the benefit. The plumber who completes this Course 
will be fully equipped with all needful information in this particular, and 
will therefore be a far more valuable employe, and consequently assured a 
more permanent position than he would be entitled to if he did not take 
advantage of the opportunities here offered. 

FOR COPPERSMITHS. 

Workers in copper are frequently required to construct peculiar utensils, 
such as brewing kettles, wine and spirit stills, and variously shaped vessels 
whose form and capacity must be accurately determined. Especial attention 
is given to their needs in the Sheet-Metal Pattern Drafting Course, and 
practical problems are presented that will enable the student to under- 
stand definitely how to proceed when similar work is required of him. 
The subject of design is also well adapted to the coppersmith's needs. The 
graduate from this School may feel confident not only of being able to handle 
new work with credit to himself and satisfaction to his employer, but also of 
securing substantial advancement from his increased knowledge. 



FOR FURNACE WORKERS AND MAKERS OF DUCT WORK IN 

GENERAL. 

A thorough knowledge of reading drawings is indispensable to workers in 
these lines. Further, the best devised systems of heating and ventilation are 

rendered totally ineflBcient if 



ENABLED TO OVERSEE PRACTICAL 
WORK. 

I have fouBd the Course of Instruction in The 
International Correspondence Schools more prac- 
tical than I had antici- 
pated, and recommend it 
as thorough and efficient. 
Since taking the Course 
I have improved myself in 
figuring, drawing, reading 
drawings, and in laying 
out work. I have recently 
had the opportunity to fit 
up the plumbing and drain- 
age of a house, which was 
the first I was to oversee 
alone. Everything was 
carried out as I was taught 
by the Schools, and all 
worked well and was satis- 
My advice is for everyone 

Asa F. Houck, 
Box 11*2, Bloomshury, N. J. 
Tinner and Plumber. 



the connections of the various 
stacks have been made in an 
improper manner. The prin- 
ciples taught in the Sheet- 
Metal Pattern Drafting Course 
will enable the worker to 
interpret Architects' or Heat- 
ing En gi nee rs' drawings 
intelligently, and to lay 
out and construct any work 
of this class. Owing to the 
varied conditions under 
which this work is undertaken, 
circumstances arise that call for 
the exercise of the best judg- 
ment of the pattern cutter. 
Particular attention is therefore 
directed to these problems, and 
the student is thereby fittingly 
prepared for the solution of the 
difficult situations sure to pre- 
sent themselves in the course 
of his work. Especial attention is paid to the construction of fittings that 
afford an easy flow of air and that are of graceful contour and design. It is by 
the construction of such work that the competent mechanic is enabled to 
distinguish himself, and the reward of promotion and better wages is sure 
to follow. 




FOR CORNICE MAKERS, ARCHITECTURAL SHEET-METAL WORKERS, 
SKYLIGHT AND SHOW-CASE MAKERS. 

Cornice makers and architectural sheet-metal workers are required to 
possess a thorough knowledge of the design and construction of moldings and 
the means employed in producing the patterns for miters of every description. 
A thorough knowledge of plans and working drawings is also indispensable. 

All workers in these trades are 



ABLE TO STRIKE ANY KIND OF 
PATTERN. 

A year ago, with no 
previous knowledge of 
pattern cutting, I enrolled 
in the Pattern Drafting 
Course of The Interna- 
tional School of Sheet- 
Metal Work. 1 am con- 
fident of my success, for by 
the progress I am making 
I will be able, upon com- 
pleting my Courbe, to cut 
a pattern for anything 
made from sheet metal. 
The Course covers the 
trade completely. 

Wallace Wagner, 

Berea, Ohio. 




aware of the immense advan- 
tage sure to accrue to the work- 
man who is competent to lay 
out his own work, construct his 
own detail drawings, and pro- 
ceed in an independent manner 
to the satisfaction of his em- 
ployer. The Instruction Papers 
in the Sheet-Metal Pattern 
Drafting Course are carefully 
written, and furnish the student 
all the information that is 
needed for successful work. 
He is carried through system- 
atic study, step by step, up to 
and including the execution of 
the most difficult pieces of 
work. Instead of becoming a 
mere copyist of developments, he learns the principles underlying his work 
and their practical application on the drafting board and in the shop. 

Especial attention is paid to the subject of architectural design, as 
applied to cornice moldings, and the student is enabled to apply this knowl- 
edge to his practical workshop experience. Cornices, bay windows, finials, 
and other pieces of architectural work are designed by the student. De- 
tailing is thoroughly practiced, and developments are given with great 
exactness. 

Numerous examples are also included for skylight and show-case makers, 
with full instructions and directions for laying out patterns for every con- 
ceivable position. No expense 



has been spared to provide 
these workers with the most 
concise and complete informa- 
tion, enabling them to under- 
stand fully every situation, and 
to lay out any patterns within 
the scope of their work. 

ADVANTAGES OF THE COURSE. 

The Course in Sheet-Metal 
Pattern Drafting is written in 
clear and concise language, 
being free from technicalities, 
yet able and complete. It ex- 
plains principles and details 
and how to apply them. 
Whenever the student desires 
special information it is sup- 
plied to him freely, by the 
authority in charge, in such detail that he cannot fail to understand it. 
The tuition fee covers every expense except the cost of such writing materi- 
als and drawing instruments as the student himself may require, and the 
postage on his matter to the School. The School pays the postage on matter 
sent to him. 



ADVANCED TO FOREMAN. 

When I enrolled In the Schools I was a sheet- 
metal worker, making 
metal cornices, skylights, 
steel ceilings, and all 
kinds of ornamental sheet- 
metal work. Through the 
knowledge gained in my 
Course I have become 
foreman in one of the 
leading shops in Harris- 
burg, and can estimate 
and carry out any kind of 
work in my line. I have 
received a substantial in- 
crease in my salary, and 
there are good prospects 
for further advancement. 

E. Gunther, 

Harrisburg, Fa. 




SYNOPSES OF SUBJECTS 



TAUGHT IN 



The Sheet- Metal Pattern Drafting Course. 



ARITHMETIC. 



Addition — Subtraction — Multiplication — 
Division— Addition, Subtraction, Multiplica- 
tion, and Division of Fractions— Addition, 



Subtraction, Multiplication, and Division/ of 
Decimals. 



MENSURATION. 



The Measurement of Angles by Degrees, 
Minutes and Seconds — Quadrilaterals— Tri- 
angles— To Find the Hypotenuse of a Right- 
Angled Triangle— To Find the Area of Any 
Triangle— Polygons— To Find the Area of Any 
Regular or Irregular Polygon— The Circle— To 
Find the Length of an Arc of a Circle— To 
Find the Area of a Circle, of a Sector, and of 



a Segment— To Find the Area of the Entire 
Surface of a Prism or Cylinder— To Find the 
Contents— To Find the Area of a Pyramid or 
Cone— To Find the Volume— The Surface of a 
Sphere— To Find the Volume— To Find the 
Volume of a Circular Ring— Application of 
the Rules Relating to Solids to Practical 
Work. 



FREEHAND DRANA/ING. 



Drawing Materials — Freehand Drawing 
Instruments— How to Care for and Use the 
Instruments — Drawing Lines — Measuring 
Lines— Dividing Lines — Drawing Variously 
Shaped Figures— Circles and Other Curves- 



Dividing Angles and Arcs— Regular Polygons 
— Ornamental Curves— Hatching and Stip- 
pling—Lettering—Various Freehand Alpha- 
bets. 



ELEMENTARY PLANE GEOMETRY. 



Definitions of the Geometrical Elements- 
Points — Lines — Surfaces — Solids — Planes- 
Plane and Curved Surfaces— Plane Figures 
—Origin and History of Geometry— Use and 
Application — Axioms — Theorems — Units of 
Length— Magnitude of Angles— Propositions 



Relating to the Circle— To Parallel Lines- 
Comparison of Triangles — Quadrilaterals — 
Polygons— Circles and Arcs— Properties of the 
Ellipse— Proportion— Ratio of Lines— Propor- 
tional Lines. 



INSTRUMENTAL DRAWING. 



Introductory — Description of Materials — 
Description of Instruments— How to Test and 
Make True— Pointing the Pencil— Scales and 
Their Uses— The Drawing of Straight-Line 
Figures- Different Kinds of Lines— Use of the 



T Square, Triangles, and Compasses— Draw- 
ing Plates— Ruling Pen— Inking In Drawings 
— The Drawing of Curved-Line Figures— Di- 
vision of Arcs— Regular Polygons— Ellipses- 
Coloring Drawings. 



PRACTICAL PLANE GEOMETRY. 



Explanation of Terms— General Instruc- 
tions—Problems Relating to Perpendiculars- 
Problems Relating to Angles— Problems Re- 
lating to Parallels— Problems Relating to 



Triangles— Problems Relating to Polygons — 
Problems Relating to Circles and Arcs- Exer- 
cises and Plates Drawn by the Student. 



GEOMETRICAL DRAWING. 

FOUR PLATES. 

Plate 1: Construction Problems Relating Plate 3: Construction Problems Relating to 
to the Triangle and Circle. Plate 2: Con- the Ellipse, Oval, and Parabola. Plate 4: 
struction Problems Relating to the Circle Problem? Relating to the Spiral and Volute. 

194 



SYNOPSES OF SUBJECTS.— Continued. 



PRACTICAL PROJECTION. 

SEVEN PLATES. 



Orthographic Projection— Various Kinds of 
Projections— Lines of Sight— Planes of Projec- 
tion—Use of the Projector-Plans— Elevations 
—Section Drawings— Position of the Object — 
Position of the Observer— Primary Projectors 
— Oblique Planes — Foreshortened Lines — 
Right Position— General Principles. Draw- 
ing Plate 1: Views of a Point— Views of 
Lines in Various Positions— Surfaces, How 
Represented and Defined— Right Position of 
the Surface— Edge View — Rightly Inclined 
Position of the Surface— Obliquely Inclined 
Position of the Surface— Full Views, How 
Obtained. Drawing Plate S: To Find 
True Views of Surfaces in Various Positions- 
Projections of a Solid— Hidden Surfaces, How 
Represented— Secondary Projectors — Working 
Drawings— Reading Drawings. Drawing- 



Plate 3: Projections of Various Solids in 
Different Positions. Drawling Plate 4: 
Sections— Cutting Planes— Representation of 
Cut, or ExjKDsed Surface — Determination of 
Hidden Surfaces. Drawing Plate 5: Sec- 
tions of the Cone— The Ellipse— The Parabola 
—The Hyperbola— The Scalene Cone and Its 
Sections— Elements of the Cone. Drawing 
Plate 6: Intersections— Solids Having Plane 
Surfaces— Solids Having Curved Surfaces- 
Practical Projection Methods and Their Appli- 
cation to the Pattern-Cutter's Needs. Draw- 
ing Plate 7: Intersection of Irregular 
Solids— Conic Intersections— General Manip- 
ulation of the Drawing Instruments and 
Instruction for Producing Any Desired Views 
of Objects. 



DEVELOPMENT OF SURFACES. 



FIVE PLATES. 



The Covering of Solids— How Unrolled- 
Two General Division of Solids— Three Classes 
of Solids Accurately Developed— The Stretch- 
out Views Necessary to Be Produced— Rela- 
tion of Projection to the Development- 
Importance of Showing Lines in Their True 
Length— Development of the Cube— Names of 
Different Portions of the Drawing— Special 
Uses of the Line. Drawing Plate 1: 
Parallel Developments of Solids Having 
Plane Surfaces— Solids Having Curved Sur- 
faces—Finishing the Drawing. Dravring 
Plate 2: Parallel Developments of Intersect- 



ing Solids— Various Positions of Solids Some- 
times Assumed. Drawing Plate 3 : 
Development of the Cone— Frustums of the 
Cone and Partial Coverings— Development of 
Irregular Cones. Drawing Plate 4: Devel- 
opment of Intersecting Cones— Of the Sphere. 
Drawling Plate 5: Triangulation— Devel- 
opment of the Surfaces of Irregular Solids- 
Irregular Solids Whose Bases Are Parallel- 
Irregular Solids Whose Bases Are Inclined — 
Solids Having Irregular Bases— Finishing the 
Drawing— Practical Applicationof Principles. 



PRACTICAL SHOP PROBLEMS. 

PRINTED IN FOUR PARTS. 



Patterns for Complicated Forms— Preser- 
vation of Drawings— Allowances Necessary in 
Laying Out Work— Allowances for Bends- 
Allowances for Laps, Locks, and Edges— The 
Lock-Seam Wiring Operations — Notches— 
Methods of Transfer — How Patterns are 
Marked— Tables — Weights of Various Sheet 
Metals— Tin Plates— Boiler Plates— Sheet Cop- 
per—Sheet Aluminum— Standard Wire Gauges 
—Specific Gravities— Tables of Weights and 
Measures — The Metric System — Standard 
Cylinders— Tables of Areas and Circumfer- 
ences-Table of Squares, Cubes, Square Roots, 
and Cube Roots— Russian Iron and Gauges- 



Sheet Zinc— Round and Square Rolled Iron- 
Flat Bar Iron— Sheet Lead and Sheet Tin- 
Mensuration of Surfaces — Mensuration of 
Volumes — Applied Problems — Capacities — 
Amount of Material— Development of Pat- 
terns— 60 Problems Relating to Shop Practice 
— Two, Three, Four, Six, or Larger Pieced 
Elbows— Branch V's— Blast-Pipe Connections 
—Stack Connections— Stack Flanges— Tran- 
sition Pieces— Furnace Domes— Furnace Con- 
nections—Cold-Air Box Problems— Hot-Air 
Flues and Fittings— Furnace Boots— Oblique 
Connections— Boss for Can Faucet — Oil-Can 
Spout and Breast— Boiler Slope Sheets— Roof 



195 



SYNOPSES OF SUBJECTS.— Continued, 



PRACTICAL SHOP PROBLEMS.— Continued. 



Flanges and Connections— Gutter Miters- 
Measures— Brewing Kettle — Spirit Still- 
Reduction Fittings— Raised Work— Ventila- 
tors— Octagon Vase — Ash-Chute Head- 
Molded Covers— Taper Elbows— Scale Scoops 
—Boiler Covers— Bath Tubs— Grocers' Scoops- 



Oil Tanks— Sitz Baths— Rain-Water Cut-Offs— 
Oil-Can Pump — Mechanical-Draft Work — 
Steam Dome— Branch Y's— Coal-Hod Body- 
Con veyer Flight— Wheelbarrow Body— Coflfee- 
Pot Lip— Oil-Can Spout— Ship Ventilator. 



SHEET-METAL MOLDINGS. 

PRINTED IN THREE PARTS. 



General Principles— Comparison of Surfaces 
—Views Necessary— Pattern for a Square Miter 
— For a Rake Miter— For a Face Miter— For an 
Octagon Miter— For a Miter at an Irregular 
Angle— Raking Gables— Brackets— Modillions 
—Dentils— Methods of Attaching Ornamen- 
tation—Profiles of Moldings— Roman Mold- 
ings—Greek Moldings— Wrought-Iron Con- 
struction — Wood Lookouts — Bricking-Up 



Work— Provision for Drip — Crestings — Roof 
Connections— Finials— Bay Windows —Belt 
Moldings— Irregular Miters— Stamped Work 
—Copper Moldings — Expansion Joints- 
Seams — Pediments — Styles of Lettering — 
Architectural Design — Skylights — Single- 
Pitch Lights— Double-Pitch Lights— Hip Sky. 
lights— Photographic Skylights— T r u s s e s— 
Sash Work— Show-Case Bars. 



PRINCIPAL OF THE SCHOOL OF SHEET-METAL WORK, 

Charles D. Montague, Principal of the 
School of Sheet-Metal Work, graduated 
from the Springfield, Mass., High School, 
after which he studied in a technical school 
the application of graphics to the indus- 
trial arts. He was afterwards foreman 
of a large galvanized-iron cornice estab- 
lishment in St. Joseph, Mo.; manager 
of a galvanized-iron cornice company in 
Chicago; and afterwards, in his own name, 
he engaged in the manufacture of architec- 
tural sheet-metal work in Chicago, 111., and 
Springfield, Mass. Still later, he was super- 
intendent of a large tinware manufacturing 
concern, in Providence, R. I. He entered 
the employ of the Schools February, 1899. 




COMPLETE DRAWING OUTFIT NO. I. 

To assist students in the various drawing Courses of the Schools in secur- 
ing proper drawing instruments and materials, we offer to provide them, at a 
very reasonable figure, with Outfits containing everything necessary for the 
work. Students may purchase their instruments and materials wherever they 
see fit. But as we can offer the Complete Drawing Outfit No. 1 for much less 
than they can obtain a similar Outfit elsewhere, it will be to their advantage 
to order it from us. 

196 



Sample Page of Instruction Paper. Practical Pattern Problems. 

PRACTICAL PATTERN PROBLEMS. 77 

cock from the receiver is attached a little above the bottom, 
and the accumulation of sediment that forms in the bottom of 
the tank is removed through a handhole at the front of the 
receiver. A specially designed filter that meets these require- 
ments is shown in Fig. 43; it is seen to consist of a cylindrical 
receptacle A whose dimensions are given in the illustration. 
In order to afford stability, since the axis of the cylinder is 




Fig. 43. 

in a horizontal position, a brace C, \vhich may be described as 
an irregular frustum of an equal-sided triangular prism, is 
attached to each side of the cylinder, thus preventing any 
rolling motion; these braces are mitered into the curved sides 
of the cylinder, and their outer ends stopped by pieces of metal. 
The spout D on the front of the receiver is a cylinder 6 inches 
in diameter; the upper portion is cut off at right angles to its 
axis, and a large screw-cap forms a means of ready access to the 
inside of the tank. 

197 



Sample Page of Question Paper. Mensuration. 



MENSURATION. 



425 



(179) It is required to make a miter-box, in which to cut 
molding to fit around an octagon post. At what angle with 
the side of the box should the saw run ? Ans. C)7V. 

(180) Calculate the area 
of the irregular polygon, 
Fig. 3. The dimensions 
are to be obtained by meas- 
uring. Ans. 1.78 + sq.in. 

(181) An angle inscrib- 
ed in a circle intercepts 
one-fourth the circumfer- 
ence. How many degrees 
are there in the angle ? 

Ans. 45°. Fig. 3. 

(182) If the distance betw^een two opposite corners of a 
hexagonal nut is two inches, what is the distance between 
two opposite sides ? Ans. 1.732 -j- in. 

(183) In the accompanying figure, if 
the distance B / is 6 inches and H K IS 
inches, w^hat is the diameter of the circle ? 

Ans. 19.5 in. 

(184) In the same figure, if the 
diameter A B — 32|- feet, and the dis- 
tance I B = S feet, what is the length 

Ans. 28 ft. 





Fig. 4. 
of the chord UK? 



(185) The trunk of a tree measures 7.854 feet around it; 
what is its diameter ? Ans. 2-|- ft. 

(186) How many revolutions will a 72-inch locomotive 
driver make in going one mile ? Ans. 280.112 revolutions. 

(187) A pipe has an internal diameter of 0.06 inches; 
what is the area of a circle having this diameter ? 

Ans. 28.8427 sq. in. 

. (188) The area of a circle having a diameter, correspond- 
ing to the internal diameter of a certain pipe is 113.0976 
square inches. What is the outside diameter, the pipe being 
f inch thick ? Ans. 13-J- inches. 



COAL MINING. 




Education Necessary to Advancement. 

Education is indispensable to success in mining. The day has come when 
intelligence and education are more than ever before a necessity, to the miner 
that is to make big wages. Competition has cut down prices, and the operator 
must now rely for his profits on economizing methods and the use of modem 
appliances. The demand today is for men that add to their experience a thorough 
knowledge of mining conditions, and can mine the coal most safely and cheaply. 

Many states have passed laws requiring mine officials to hold certificates 
of competency. It is only a question of a few years when all mining states 
will pass similar laws. The examinations for certificates are yearly becoming 
more difficult. 

The only safeguard for the mine worker is a mining education. 

The only way for him to get that education, outside of a college course, is 
through the Mining Courses of The International Correspondence Schools. 

Became a Superintendent. 

I have worked in and around mines since I was ten years old, and 
until five years ago was almost where I started. I determined to take a 
Ctourse in The International Correspondence Schools, and since then I 
have been able to pass the examinations both for fire boss and for mine 
foreman. For the past three years I have been superintendent for the 
Ohio and Pennsylvania Coal and Coke Co., at Port Royal, Pa. I cannot 
recommend the Schools too highly as an opportunity for men that have 
been deprived of an education, for the Schools' instruction is a cheap 
and easy way to get a thorough education. Every ambitious miner 
should certainly take a Course. 

Michael A. Roy, Fitz Henry, Pa. 

Three Courses of Instruction. 

The Short Coal Mining Course will qualify the miner in the shortest 
possible time to pass the examination for fire boss or mine foreman. The 
Complete Course, however, should be taken if his time and means will permit. 

The Complete Coal Mining Course gives thorough instruction in all 
branches of coal mining. It will qualify the student for any position in or 
around either anthracite or bituminous mines, or to pass the examinations for 
mine foreman or state mine inspector. 

The Full Mining Course is a complete treatise on mining. It includes 
everything taught in the Complete Coal Mining Course, as well as the following 
subjects of the Metal Mining Course: Blowpiping, Mineralogy, Assaying, 
Geology, Prospecting, Placer and Hydraulic Mining, Preliminary Operations at 
Metal Mines, Metal Mining, Surface Arrangements at Metal Mines, Ore Dressing and 
Milling. Full synopses of these subjects will be sent on application. 

Coal Miner Becomes Mine Manager. 

My experience with The International Correspondence Schools has 
convinced me that their system of instruction is the best for the purpose 
that can be devised. I can express my entire satisfaction as to the 
relations, past and present, between us. Regarding the practical bene- 
fits derived by me from my Course, I will say that, when I began study- 
ing in the Complete Coal Mining Course, I was working as a mijter. 
Since then I have been successful in obtaining a mine manager's certi- 
ficate for this province. I am now employed as manager of the Inter- 
national Colliery, owned by the Dominion Coal Company. I shall 
always be a good friend of the Schools. 

P. Christianson, Bridgeport, N. S. 
I9tf 




THE COAL MINER'S CHANCE. 

He Will Never Find Success With a Pick and Shovel. 

Mere manual labor and mechanical drudgery are never very profitable. 
Mining is no exception. As long as the miner works with his hands only, 
his lot will always. be a hard one. Without education, he will always be 
down, because he is in competition with cheap foreign labor and labor-saving 
machinery. 

To hold his own and become a success as a miner, he must make his 
brains direct and help the work of his hands. In no way can he get such a 
thorough knowledge of the best mining practice and the most economical 
methods of working as through the Mining Courses of The International Cor- 
respondence Schools. They will lift him from the rut in which he has been 
working all his life, and give him that intelligent grasp of mining principles 
which is essential to success. To master these Courses requires only the ability 
to read and write. Success is certain to those who try. 

Miner to Fire Boss. 

I cannot give too much praise to The International Correspondence 
Schools for the benefits I have received from studying their excellent 
Instruction Papers, I can say, without hesitation, that I have been 
greatly aided by them, and have increased to a great extent my knowl- 
edge and earning capacity. Through the Short Coal Mining Course, I 
was able to pass the examination for mine foreman in 1896. I am at 
present filling the position of night boss and fire boss at the Twin 
Colliery, under the Newton Coal Co. To the practical miner the School 
is invaluable, rhe Papers on Ventilation, Economic Geology, and 
Prospecting for Coal are of more value in my estimation than the price 
paid for the Course. Isaac R. Benjamin, Pittston, Pa. 

He Can Become a Mine Foreman. 

There are many opportunities for ambitious and educated miners to secure 
positions of greater usefulness and better pay. 

By taking the Short Coal Mining Course (or, if possible, the Complete 
Coal Mining Course), the miner can soon qualify for the position of fire boss 
or mine foreman. In these Courses, he learns how to make mining calcula- 
tions; to remove explosive and poisonous gases, and keep up a supply of fresh 
air; to mine coal economically; to do mine surveying; and to handle mine 
machinery. In fact, so thorough and complete is the Schools' instruction 
that there is no position in or about a coal mine that our mining students 
are not fitted to fill. Failure is impossible under the Schools' system of 
instruction. It is important to note that no graduate of the School of Mines 
has ever failed to pass an examination for mine foreman, and Imiidreds liave 
passed that have only partially flnislied their Courses. 

Salary Increased $500.00 Per Year. 

I have worked in the mines since I was nine years old, and have 
risen from trapper to my present position. I am proud to be a graduate 
of The International Correspondence Schools. Long before I had 
finished the Complete Coal Mining Course, I obtained a first-grade Cer- 
tificate of Competency as mine foreman, and also a position where my 
salary was increased SoOO.OO per year. I am successfully handling the 
mine jU which I am employed as inside manager and foreman. From 
the information gained in my Course, I can master the most compli- 
cated problems in mine management, and do all my own surveying 
and platting. 

James Parton, Monongahela City, Pa. 
200 





i^ 



ADVANCEMEM FOR BOSSES AND FOREMEN. 




Positions No Longer Secure Without an Education. 

'Many miners that have, by dint of hard work, obtained better positions 
in the mine, are resting idly on their oars, and complacently viewing their 
acihievement. This is a great mistake. Mining is a progressive science. The 
^-.•lole modern tendency is toward economy and increased efficiency, and the 
elimination of the mistakes of the past. To this end, economical methods 
are being adopted, and better appliances are constantly introduced. These 
improvements call for men that can employ them to the greatest advantage. 

To satisfactorily fill his position, the mine boss or foreman must keep 
himself informed, or else step aside for a better man — one that combines 
education and experience. In no other way can he so easily keep ahead as 
through one of the Schools' Mining Courses. In these Courses, Le is not only 
taught the latest and best mining methods, but also receives thorough instruc- 
tion in surveying and mine machinery. 

Mine Foreman to Superintendent. 

I am very much pleased witli my Course of study in The Inter- 
national Correspondence Schools. Everything is as represented, and I 
think their system of instruction is perfect. The instructors have at all 
times promptly furnished me with any desired information. Through 
the Schools' instruction, any one that can read or write a little can 
qualify for a mining expert. Through my Complete Coal Mining 
Course, I have been greatly benefited, both as regards increased salary 
and better position. When I enrolled, I was a mine foreman. Through 
the study of my Course, I was able to secure a position -with the Youghi- 
ogheny Mining Co., as mine superintendent, with an increase of 25 per 
cent, in salary. Chas. P. McGregor, Perryopolis, Fa. 

Foremen Can Become Superintendents and Inspectors. 

The mine foreman is very often appointed superintendent. The expe- 
rience he gets in handling men effectively is a very valuable recommendation 
for the position, in w^hich general knowledge and executive ability play an 
important part. By adding to his experience a thorough knowledge of mining 
principles, such as is obtained in the Complete Coal Mining Course, the mine 
foreman is eminently qualified for a superintendency. Many students of the 
Schools have qualified for these responsible positions. 

After he has become a superintendent, he can, by reason of his technical 
know^ledge, make himself so valuable to his employers that, to retain his 
services, they may take him in as a stockholder or part owner. Moreover, 
his Course will qualify him to pass the examination for State Mine Inspector 
— 3, lucrative position, and one that presents an excellent opportunity to study 
mining methods and afterwards open an office as consulting engineer. 

Mine Foreman to Mine Inspector. 

"When I enrolled in the Complete Coal Mining Course of The Inter- 
national Correspondence Schools, I was a mine foreman, I had studied 
the Course only one year, when I took the examination held at Pittsburg 
for mine inspector, passing with 94.1 per cent, and receiving an appoint- 
ment to the Ninth Bituminous Inspection District. I continued the 
study of the Course until I was granted the Complete Coal Mining 
Diploma. I kept on looking through my studies until the next exami- 
nation took place, when I passed with 96 per cent. I still continue to 
fill the office. I cannot recommend The Intemational Correspondence 
Schools too highly. If any one wants to improve himself, that is the 
place to do it. Bernard Callaghax, Connellsville, Pa. 




HOW TO BECOME A MINING ENGINEER. 




Salaried Positions for Learners. 

An excellent opportunity to become familiar with all the details of mining 
is afforded by the surveyor's position. Surveying is, in fact, the great high- 
way to mining engineering. Hitherto, however, the only opening into the 
profession, with any likelihood of further advancement, consisted in a course 
in mining at college. But most young men have a living to make, and cannot 
afford to leave home and make the necessary sacrifice of time and money. 

The Schools' " Change-of-Occupation Plan" is the young man's oppor- 
tunity. We are meeting with the most gratifying success in qualifying students 
for the highest positions in the mining professions. 

By enrolling in the Complete Coal Mining Course, and taking the mathe- 
matical and surveying portions of the Course first, any young man can, in a 
few months of spare-time study, qualify for and acceptably fill a salaried posi- 
tion on a mine-surveying corps. 

Practical Surveyor in One Year. 

Having completed Surveying and Mapping, I feel competent to 
express myself in regard to the practical benefits of The International 
Correspondence Schools. I am employed as an assistant surveyor by the 
Wapello Coal Company, and in my experience have found the Schools' 
instruction a valuable help. I have been placed in positions where, had 
it not been for their instruction, I would have been much embarrassed, 
to say the least. Within a year of the time I enrolled, I was able to 
complete the plot of a new miue, and have been assured that it was very 
good work. The Schools' Instruction Papers are thorough, and yet 
simple enough to be easily understood. My Drawing Plates were very 
carefully corrected. D. C. Phillips, Box 177, Hiteman, Iowa. 

Practice and Further Study Insure Advancement. 

Having once secured a foothold, our student's further progress is compar- 
atively easy. From transitman or chainman to surveyor, assistant mining 
engineer, and chief engineer is simply a matter of experience and further 
study. Owing to his technical knowledge, our student is able to advance 
rapidly. He even possesses some advantage over the college man in that, 
while the latter is spending four years acquiring an education, our student is 
getting his education and four years of practical experience at the same time. 
Each day he puts into practice the knowledge he has obtained from his Course, 
and the more he learns the greater his efiiciency. In his Course he is taught 
how to plan, open, and equip a mine completely, and to direct mining opera- 
tions under all conditions. This instruction is of great value, and there is a 
constantly increasing demand for men having such a knowledge. Such men 
are frequently chosen for the position of general superintendent. 

Miner to County Surveyor. 

Had it not been for The International Correspondence Schools, 
Scrantou, Pa., I would never have obtained an education. When I 
enrolled in the Complete Coal Mining Course, I was working in the coal 
mines, and had very little education of any kind. Through the Schools' 
eflQcient instruction, I now hold the position of Surveyor of Lands for 
Mercer County. I have succeeded in building up a very good practice 
in my profession, and have a constantly increasing business. I shall 
always feel grateful to The International Correspondence Schools for 
what they have done for me, and can conscientiously recommend their 
system of instruction to anyone that desires to fit himself for something 
better. E. W. Bailey, Rock, W. Va. 




REFERENCE LIBRARY FIRNISHED TO STIDENTS. 

Eealizing the great value of the Instruction Papers and Drawing Plates to 
those that have studied them, and the desirability of preserving them for 
reference, the Schools have reprinted them on special paper and bound them 
into handsome half-leather volumes. They are now furnished to the student 
by The Colliery Engineer Company as soon as he enrolls (if he pays for his 
Course in cash) or as soon as he has made the second installment payment on 
his Course. So long as he lives up to his contract they cannot be taken from 
him. They are a duplicate set of the Instruction and Question Papers, and are 
supplied in addition to them. Beginning at the rudiments of arithmetic, and 
leading the student through the entire theory of the profession on which they 
treat, they constitute an unequaled reference library. 

The descriptions of their contents are, briefly, as follows: 




Complete Coal flining Course. 

Volume I. Arithmetic. — This Paper has been written especially for mining 
students. All the examples treat of mining transactions or operations. 
Formulas. — This Paper treats on the use of letters and signs in formulas. 
Geometry and Trigonometry. — On account of the importance of these subjects in 
mine surveying, this Paper has been made very thorough but simple. Gases 
Met With in Mines. — Occurrence and detection of mine gases, safety lamps, 
mine fires and explosions, different classes of explosives, are fully treated. Mine 
Ventilation explains the method of calculating the various problems in ventila- 
tion; and describes the practical ventilation of flat and inclined seams, and the 
various types of fans. Mine Surveying and Mapping is a very important Paper, 
and will be found of especial value by those whose duties call them to survey 
mine workings. The use of instruments, the manner of keeping notes, trav- 
ersing, platting, etc., are fully explained. Instruction in this subject includes 
five Drawing Plates (see Volume IV), two of which teach the platting of 
angles, the third being a map of railroad location, the fourth a profile of an 
entry, and the fifth a complete map of a coal mine. 



REFERENCE LIBRARY FURNISHED TO STUDENTS. 

Volume II. Economic Geology of Coal describes the geologj^ of coal forma- 
tions, with their characteristic fossils. Prospecting for Coal and Location of 
Openings gives information in regard to prospecting coal fields. Shafts, Slopes, 
and Drifts describes completely the different methods of locating, sinking, and 
timbering shafts. Methods of Working Coal Mines describes in detail the vari- 
ous systems of working coal, methods of timbering, track and switcli laying, 
mine dams, etc. Mechanics gives a complete description of machine elements, 
the calculation of forces, strength of ropes, and crushing, shearing, and 
tensile strength of different materials. Steam and Steam Boilers treats of heat, 
.steam and its properties, the combustion of fuels, and the different types of 
boilers. Steam Engines describes fully the plain slide-valve engine, Corliss 
valve gear, indicator cards, the calculation of horsepower, and different types 
of hoisting, haulage, and fan engines. Air and Air Compression. — In this Paper, 
the various types of compressors and receivers, pressure regulators, reheaters, 
etc. are fully described. Hydromechanics and Pumping gives the laws governing 
the movements of liquids, and then describes the different types of pumps, as 
well as the various forms of pumping machinery. There is a full description of 
the siphon and its use, with the calculations relating to the size, capacity, and 
horsepower of pumps. 

Volume III. 3fine Haulage explains fully the various gravity-plane, 
engine-plane, tail-rope, and endless-rope haulage systems. Hoisting and Hoist- 
ing Appliances includes a description of electric motors for operating winding 
drums. Careful attention is given to the various types of hoisting engines. 
Surface Arrangements of Bituminous Mines takes up in detail the various arrange- 
ments of tracks, tipples, screens, and other apparatus at mine openings. The 
methods of dumping, weighing, and cleaning the coal are described fully, as 
well as the several mine buildings. Surface Arrangements of Anthracite Mines 
includes a full description of anthracite breakers, with every kind of 
machinery for breaking, cleaning, and sorting coal. Tracks and buildings 
are fully described, as well as the various methods of disposing of culm. 

Volume IV. Percussive and Rotary Boring explains the manner of locating 
minerals, thickness and nature of deposits, sinking Artesian wells, connecting 
live mine workings with adjacent old workings, sinking shafts, removing over- 
lying strata, driving entries, extracting useful minerals, etc. Compressed-Air 
Coal-Cutting Machinery describes in detail the cutting of coal by compressed-air 
power. Dynamos and Motors includes the essential points that must be known 
in order to operate dynamos or motors in connection with mining. Electricity 
and magnetism, operation of dynamos, types of dynamos and motors are fully 
treated. Electric Hoisting and Haulage explains the manner of hauling and 
hoisting by electric power. Electric Pumping, Signaling, and Lighting describes 
the system of pumping, signaling, and lighting by electricity. Electric Coal- 
Catting Machinery explains the process of cutting coal by electric power. 

Volume V. This volume includes the Instruction Paper, with the 
accompanying Plates, on Geometrical Drawing, as well as the five Plates of 
Mine Surveying and Mapping previously mentioned. The size of the volume 
is \1\ in. X 14j in., the Drawing Plates being 12 inches long between the 
border lines. The directions for drawing each Plate are on the page opposite, 
thus avoiding the necessity of turning the leaf when referring to the text. 



REFERENCE LIBRARY FIRNISHED TO STIDENTS. 

Volume VI. Tables and Formulas. — All the tables and formulas used 
throughout the Course are here gathered together in one thin book for quick 
reference in practice. Its value is at once apparent. 

Volume VII. Questions and Aiiswers. — This is a key to all the Question 
Papers. When used judiciously, it will prove of great assistance and will fre- 
quently save the student tlie time required to write us and receive an answer. 

Short Coal Mining Course. 

Volume I. AriOmietic; Economic Geology of Coal; Prospecting for Coal. 
These Papers are the same as those of the same name in Volumes I and II of 
the Complete Coal Mining Course. Mensuration and Trigonometric Functions. 
This is a short, clear explanation of mathematical principles necessary to the 
study of the Course. Gases Met With in Coal Mines. — This Paper is essentially 
the same, in an abridged form, as Gases Met With in Mines of the Complete 
Coal Mining Course. Mine Ventilation. — This Paper treats of the essential 
principles of ventilation, and explains fully the methods of using the formulas 
and working the examples in ventilation usually given in examinations. 

Volume II. Shafts, Slopes, and Drifts; Methods of Working Coal Mines. 
These Papers are the same as those of Volume II of the Complete Coal Mining 
Course. Mine Surveying. — This is an abridgment of Mine Surveying and Mapping 
of the Complete Coal Mining Course. Mine Machinery embraces the essential 
elements and principles of mechanics, as they relate to mine machinery. The 
calculation of the horsepower of engines and boilers, and the size of engine 
required for hoisting a given load are given; also, the strength of wire ropes, 
and the calculations pertaining to pumps and siphons. 

Volumes III and IV. These volumes contain the Tables and Formulas, 
and the Ansicers to Questions, respectively. They are essentially the same as 
Volumes V and VI of the Complete Coal Mining Course. 



Principal of the School of Mines. 



wx^^^ 




J. T. Beard, C. E'., E. M., Principal of 
the Coal-Mining Division of the School of 
Mines, is a graduate of Columbia College. 
Was assistant engineer, Brooklyn Bridge; 
resident engineer, Iowa Division, Chicago, 
Burlington & Quincy Eailroad; acting 
secretary and treasurer Eldon Coal Co., 
Ottumwa, la.; U. S. Dep. Min. Sur. at 
Aspen, Colo.; held for six years the office 
of Secretary of the State Board of Examin- 
ers for Mine Inspectors in Iowa; Manager 
Miller Creek Land and Lime Co., Miller 
Creek, Colo.; Proprietor Iowa Mining Ex- 
change, Ottumwa, la., '91-96; author of 
"Ventilation of Mines." He entered the 
employ of the Schools, June 1, 1896. 



OUTLINES OF SUBJECTS. 



The Complete Coal Mining Course. 

ARITHMETIC. 

{US Pages.) 

Fundamental Processes — Cancelation— nate Numbers— Measures and Weights— Imvo- 
Fractions— Decimals— Percentage— Denomi- lution— Evolution— Ratio— Proportion. 

FORMULAS. 

{13 Pages.) 
Instruction in the Use of Signs and Letters in Formulas. 

GEOMETRICAL DRAWING. 

{69 Pages, 9 Plates, 110 Illustrations.) 

Instruments and Materials — Lettering— Geo- Objects — Projections— Conic Sections — later- 
■letrical Constructions — Representation of sections and Developments— Shade Lines. 

GEOMETRY AND TRIGONOMETRY. 

{62 Pages, 116 Illustrations.) 

Geometry: Lines and Angles, Plane Figures, Use of Tables— Mensuration: Plane Surfaces, 
Triangles, Circles— Trigonometry: Triangles Solids, Projections, Symmetrical and Similar 
and Circles, Trigonometric Functions and Figures. 

GASES MET \A/ITH IN MINES. 

{77 Pages, 21 Illustrations.) 

Chemistry: Composition of Matter, Air and bustion, Explosives and Explosions — Safety 

Gases, Barometer, Laws of Pressure and Vol- Lamps: Description of Lamps— Testing lor 

ume of Gases, Mixing of Gases, Occurrence, Gas in Mines. 
Properties, and Detection of Mine Gases, Com- 

MINE VENTILATION. 

{lUO Pages, 56 Illustrations.) 

Gravitation, Falling Bodies, Necessity of by Water Jet— Mechanical Ventilators: Prin- 
Ventilation, Quantity of Air Required— Laws ciples Governing the Action of Fans, Corn- 
Governing Flow of Air: Theoretical Velocity parison of Fan and Furnace, Calculation of 
of Air, Pressures and Resistances, Laws of Velocities and Pressures, Dimensions of the 
Friction, Quantity of Air Discharged, Work Ports of a Ventilating Fan, The Manometric 
and Power, Laws of Ventilation, Splitting the EflSciency, Centrifugal Force, Types of P^ans — 
Air, Regulators— Productions of Ventilating Practical Ventilation: Quality, Velocity, and 
Currents: Systems Used, Effect of Tempera- Conduction of Air, Instruments, Air Columns, 
ture. The Motive Column — Ventilating by Best Methods of Ventilating Gaseous and Non- 
Furnaces, by Waterfalling, by Steam Jet, and Gaseous Mines. 

MINE SURVEYING AND MAPPING. 

{19!^ Pages, 5 Plates, 110 Illustrations.) 

Mine Surveying: Measuring Distances, Com- Map of Final Location, Laying Out Sharp 
pass Surveying, The Vernier, Azimuths and Curves in a Mine, How to Carry a Survey Int<i 
Bearings, To Determine a True Meridian, To a Mine, Inside Work— Leveling— Profile of an 
Make a Compass Survey, Latitudes and De- Entrj-- Contours, Platting the Work, How to 
partures— Mapping: Platting to Scale- To Plat Determine and Represent on Paper the Con- 
a Survey— Transit Surveying: The Transit, tours of Any Irregular Piece of Ground— The 
Measurement of Horizontal Angles, Obstacles General Plan of a Bituminous Mine— Metal- 
to Alinement, Transit and Side Notes, Curves, liferous Mine Surveying. 

ECONOMIC GEOLOGY OF COAL. 

(7A Pages, 309 Illustrations.) 

Surface and Structural Geology: Stratified Faults — Historical Geology — Coal Seams. 
Rocks, Fossils, Geological Chart for North Varieties of Coal, Varieties of Limestone- 
America, Igneous and Metamorphic Rocks, Glossary. 

2oO 



OITLINES OF SUBJECTS. 



PROSPECTING FOR GOAL AND LOGATION OF 
OPENINGS. 

{57 Pages, 52 Illustrations.) 

Prospecting: Preliminary Examination— Etc. — Determination of Quality and Quantity 
Coal-Measure Topography: "Faults, Outcrops, of Coal— Location of Openings. 

SHAFTS, SLOPES, AND DRIFTS. 

(80 Pages, 111 Illustrations.) 

Shafts: Location and Forms of Shafts, Proc- Method— Deepening and Widening Shafts- 
ess of Sinking, Special Sinking Devices: Slopes: Slope Sinking and Timbering, Wall- 
Piling Method, Drum Method, The Freezing ing, Sinking Operations— Drifts. 

METHODS OF WORKING COAL MINES. 

(151 Pages, US Illustrations.) 

Pillar and Chamher Methods: Shaft and Pillars, Approaching Abandoned Workings, 
Slope Pillars, Slope Landings and Shaft Bot- Propping, Gangways. Levels, Headings, or 
toms. Pillars in Main Workings, Working Entries, Underground Roads, Dams— Long- 
Moderately Inclined Seams, Working Highly wall Methods: Shaft Pillars, The Working 
Inclined Seams.OpeningandWorkingBreasts, Face, Working Contiguous Seams, Systems 
Chambers, or Rooms, Rock-Chute and Tunnel of Longwall, Creep in Longwall, Testing 
Mining, Working Contiguous Seams, Barrier the Roof, Drawing Timber. 

MECHANICS. 

(96 Pages, 65 Illustrations.) 

Motion and Velocity — Force— Simple Ma- Energy — Belts— Composition of Forces— Reso- 
ohines — Friction— Specific Gravity —Work and lution of Forces— Strength of Materials. 

STEAM AND STEAM BOILERS. 

(45 Pages, 2U Illustrations.) 

Heat: Nature of Heat, Heat Units, Steam, of Boilers, Strength of Boilers, Horsepower 
Combustion, and Fuels— Steam Boilers: Types of Boilers, Chimneys. 

STEAM ENGINES. 

{U7 Pages, 29 Illustrations. ) 

The Plain Slide- Valve Engine: General Taking Indicator Diagrams, Indicated Horse- 
Description, The Plain Slide Valve, Corliss power— Condensers— Steam-Engine Governors 
Valve Gear-Indicators and Indicator Cards: —Special Types of Engines: Hoisting, Haul- 
Description of the Indicator, Directions for age, Fan, and Compound Engines. 

AIR AND AIR COMPRESSION. 

(63 Pages, kl Illustrations.) 

Pneumatics: Pneumatic Machines, Expan- tors. Indicator Cards, Reheating Compressed 
sion of Air and Gases— Air Compressors: Types Air, Calculating Size of Air Compressors— 
of Compressors, Receivers, Pressure Regula- Properties of Air and Gases. 

HYDROMECHANICS AND PUMPING. 

{110 Pages, 95 Illustrations.) 

Hydrostatics: Laws of Liquid Pressure, a Pump, Mine Pumping Machinery, Pump 

Buoyant Effects of Water — Hydrokinetics, Details, Underground Mine Pumps, Sinking 

Flow of Water Through Short Tubes, Weirs, Pumps. Location of Pumps, Pulsometer, Elec- 

Flow of Water in Pipes— Pumps: Description trie Pumps, Hydraulic Pumping Engines, 

of Types, Power Required for Pumps, Duty of Siphons, Calculations Pertaining to Pumps. 

MINE HAULAGE. 

{135 Pages, 126 Illustrations.) 

Haulage Systems: Gravity and Engine Track Materials, Track Rollers, Underground 
Planes, Tail-Rope and Endless-Rope Systems Haulage by Engines, by Endless Rope, and 
—General Appliances: Wire Ropes, Road Bed, by Mine Locomotives. 



OITUNES OF SIBJECTS. 



HOISTING AND HOISTING APPLIANCES. 

{106 Pages, 96 Illustrations.) 
Motors: Electric Motors or Dynamos, En- Skips— Rope Carriers: Sheaves, Rollers, or 
gines — Drums: Cylindrical Drums, Conical Carrying Sheaves— Tracks: Classification, Car 
Drums, Reels, Rope Wheels, Drum Appliances Tracks, Guides or Conductors, Dumps, Land- 
— Ropes— Cars: Buckets, Cages, Gunboats or ing Fans or Keeps, Head-Frames. 

SURFACE ARRANGEMENTS OF BITUMINOUS MINES. 

{110 Pages, 56 Illustrations.) 
Character and Extent of Arrangements — Plan for Land ing on the Ground, Head-Frame, 
Surface Arrangements at a Shaft Mine: Gen- Distance of Engine From Shaft, Arrangement 
eral Plans, Plan for Landing on a Trestle, of Tracks. 

SURFACE ARRANGEMENTS OF ANTHRACITE MINES. 

{167 Pages, IIU Illustrations.) 
General Plan of Arrangements— Design of a Arrangements at Mines Opened by Drifts: Ar- 
Plant, Breakers, Steam Plant, Boiler House, rangements on a Hillside Where Cars Can be 
Hoisting Engines, Breaker Engines. Diainage Run by Gravity to the Tipple, Arrangement 
and Pumping Machinery, Head-Frames, In- of Tracks, Surface Arrangements at a Mine 
clined Planes, Fans, Airangemeut of Some of Opening by a Drift on the Mountainside 
the Buildings and Other Necessary Equip- Above the Tipple Level, Length and Grades 
ments — Preparation of Coal: The Breaker, for Inclined Planes, Coal-Handling Appli- 
Methodsof Getting Coal Into the Breaker, Ma- ances Where Planes Cannot be I sed— Ar- 
chinery Used in the Preparation of Coal— De- rangement of Tipple Structure and Fittings: 
BCtiption of an Anthracite Breaker: Construe- Operations at the Tipple, Dumping, Chuting, 
tion. Preparation of Coal in the Breaker, Screening, Loading, Weighing, Cleaning Coal, 
Special Features in Buildings at Shaft Mines— Handling of Rock and Waste— Arrangement 
Surface Arrangements at a Mine Opened at a of Miscellaneous Details: Railroad Tracks, 
Point Below the Tipple Level: General Plan, Mine-Car Tracks, Coal-Washing Plant, Coke 
Special Arrangements. Arrangements of Sur- Ovens, Water Supply, Arrangement of Build- 
face Works for Special Conditions— Surface ings, Shops, Etc. 

COMPRESSED-AIR COAL-CUTTING MACHINERY. 

{30 Pages, 17 Illustrations.) 
Compressed -Air Coal-Cutting Machines- chines. Cutter-Bar Machines, The Longwall 
Compressed- Air Power — Coal-Cutting Ma- Mining Machine, The Auger Mining Machine, 
chines: Pick Machines, Chain-Cutter Ma- The Stanley Header. 

PERCUSSIVE AND ROTARY BORING. 

{m Pages, 126 Illustrations.) 

Percussive Boring: Kinds of Bit<j, Weights of Grips for Hand-Drilling Machines, Auger 

Drills and Hammers, Effect of Velocity and Power Drills, The Ratchet, Machines and 

Weight in Boring,Classes and Use of Hammers, Appliances Used in Diamond Drilling, Value 

Tempering Drills, Power Percussive Drills, of the Record Furnished, Practical Notes on 

Methodsand Appliances for Deep Boring, Port- Diamond Drilling, Special Methods and 

able Percussive Boring Machines— Rotary Bor- Devices for Diamond Drilling in Soft or Solu- 

ing: Forms of Steel Bits for Rotary Boring, ble Materials, Special Advantages Possessed 

Auger Hand-Drilling Machines, Posts and by the Diamond Drill, The Davis Calyx Drill. 

DYNAMOS AND MOTORS. 

{270 Pages, 192 Illustrations.) 

Magnetism— Electrical Units— Electromag- namos and Generators — Constant-Current 

netic Induction, Physical Theory, of the Dynamos — Alternating-Current Dynamos — 

Dynamo— Types of Dynamos, Efficiency and Electric Motors — Installation and Care of 

Output of Dynamos— Constant-Potential Dy- Dynamo-Electric Machinery— Switchboards. 

ELECTRIC HOISTING AND HAULAGE. 

Electric Transmission— Electric Hoisting: Electric Hoists at Different Points, Types of 
Advantages— Electric Hoists: Description of Electric Hoists— Electric Haulage: Electric 
an Electric Hoist, Advantages of Locating Rope Haulage, Electric Locomotive Haulage. 

ELECTRIC PUMPING, SIGNALING, AND LIGHTING. 

Electric Pumping: Advantages, Conditions ing: Advantages, Signaling in Shafts, Signal- 
Justifying the Use of Electric Pumps, ing on Haulage Roads— Electric Lighting: 
Description of Electric Pumps, Types of Elec- Advantages for Mines, Electric Lamps, Wiring 
trie Pumps, Portable Pumps— Electric Signal- for Electric Lighting. 




JUME £5, /893 



DRAWING PI 
Accompanying Instruction Paper on Mine Surveying an 




> 

TJ 

a 
■n 

> 

n 

a 



m 



/OHJ^ SMITJ-r. CLASS N9 4-5ay 



ipping of The School of Mines. (Reduced.) 



OUTLINES OF SIBJECTS. 



ELECTRIC COAL-CUTTING MACHINERY. 

ElectricCoal-Cutting Machines: Description, Effect of Machines on Methods of Working, 
Types, Capacity, Operation of, Installation Trucks, Mounting and Dismounting Machines 
and Maintenance, Conditions Favorable and at the Working Face, Wiring the Mine, Re- 
Unfavorable Drawing Pillars With Machines, pairing Electric Coal-Cutting Machines. 



Short Coal Mining Course. 

Arithmetic, Economic Geology of Coal, 

Prospecting for Coal, and Location of Openings, 

Shafts, Slopes, and Drifts, • Methods of Working Coal Mines. 

The subjects given above are taken from the Complete Coal Mining Course, 
to which the reader is referred for Outlines of Subjects. The remaining sub- 
jects in the Short Coal Mining Course are outlined as follows: 

MENSURATION AND TRIGONOMETRIC FUNCTIONS. 

{32 Pages, 56 Illustrations.) 
Use of Letters in Formulas— Mensuration— Plane Figures— The Trigonometric Functions 
Geometry and Trigonometry: Properties of — Solution of Plane Triangles. 

GASES MET NA/ITH IN COAL MINES. 

{A7 Pages, 32 Illustrations.) 
Specific Gravity, Properties Common to All Diffusion, Firedamp — Afterdamp — Coal Dust 
Gases, Laws Governing Gases, Weight of Air — Safety Lamps: Lamps for Working at the 
and Other Gases, Transpiration of Gases, Face, Lamps for Testing Purposes. 

MINE VENTILATION. 

{51 Pages, 17 Illustrations.) 
Theoretical Velocity of Air: Friction of Air sary, Methods of Producing Ventilation, Natu- 
in Mines, The Three Laws of Friction, Co- ral Ventilation, Artificial Ventilation, Fur- 
efficient of Friction, Laws of Ventilation— nace Ventilation, The Steam Jet, Waterfall, 
Practical Ventilation: Quantity of Air Neces- Mechanical Ventilation, Splitting the Air, 

MINE SURVEYING. 

{92 Pages, 8/^ Illustrations.) 
Compass Surveying: Measurements, The Transit: Adjustment, Reading the Vernier, 
Compass, Magnetic Variation, Azimuths and Horizontal Angles, Transit and Side Notes, 
Bearings, Latitudes and Departures— Platting: Traversed Notes of the survey- Leveling: 
Instruments and Materials, Lettering, Plat- Adjustments of the Level, Leveling Rods, 
ting, Area or Contents of Ground Survey— The Leveling Operations, Level Notes. 

MINE MACHINERY. 

{96 Pages, k5 Illustrations.) 
Machine Elements: Lever, Wheel and Axle, Planes, Tail-Rope, and Endless-Roi>e Systems, 
Pulley, Inclined Plane, Screw, Friction— Wire Ropes, Track Rollers and Sheaves — Air 
Machinery for Transmitting Power: Shafting, Compressors and Pumps— Siphons: Explana- 
Pulleys, Belts, Gear-Wheels — Engines and tion of Principle, Discharge From Siphons — 
Boilers: Boilers, Steam Engines, Hoisting Ma- Ventilating Machinery: Fans, Fan Formulas— 
chinery— Haulage: Gravity Planes, Engine Coal-Mining Machinery: Uses of Electricity. 



James W. Latta, Pennsylvania. James E. Roderick, 

Secretary. Department of Internal Affairs. Chief of Bwreau. 

Isaac B. Brown, Bureau of Mines. 

Deputy-Secretary. Jarrisburg. 

March 29, 1900. 
Mr. Rufus J. Foster, Scranton, Pa. 

Dear Sir:— I take pleasure in stating that I am familiar with The International Corre- 
spondence Schools conducted by your Company, having visited them on several occasions 
and seen the thorough and systematic manner in which instruction is imparted to your 
students. I have also a personal knowledge of a number of students of your Schools, who have 
been very materially benefited by the Courses they have taken in your excellent institution. 

I have no hesitancy in recommending the institution to any young man who either did 
not have, or neglected, educational opportunities in early life, and who now desires to fit him- 
self for advancement in any technical branch of education. 

Yours very truly, 

James E. Roderick, Chief of Bureau of Mines. 



Sample Page of Instruction Paper. Economic Geolog'y of Coal. 

308 ECONOMIC GEOLOGY OF COAL. 

"We may, therefore, picture to ourselves the climate of 
this period as warm, moist, uniform, stagnant (for currents 
of air are determined by difference of temperature), and sti- 
fling from the abundance of carbonic acid. Such physical 
conditions are extremely favorable to vegetation, but 
unfavorable to the higher forms of animal life." 

1371. Plants and Genera. — In European coal beds, 
much the same genera of plants are found as in American 
coal beds, and very many of the species are identical. In 
this respect, the animal and vegetable kingdoms are in strong 
contrast, for the species of animals common to the two 
continents have always been few. 



VARIETIES OF COAL. 

1372. Dana classes the varieties of coal as follows: 

1. Anthracite. — Hardness,. 2 to 2.5. Specific gravity, 
1.32 to 1.7, Pennsylvania; 1.81, Rhode Island; 1.26 to 1.36, 
South Wales. Luster bright, often sub-metallic, iron-black, 
and frequently iridescent. Fracture conchoidal. Volatile 
matter after drying, 3 to 6 per cent. Burns with a feeble 
flame of a pale color. The anthracites of Pennsylvania 
contain ordinarily 85 to 93 per cent, of carbon; those of 
South Wales, 88 to 95; of France, 80 to 83; of Saxony, 81; 
of Southern Russia, sometimes 94 per cent. Anthracite 
graduates into bituminous coal, becoming less hard, and 
containing more volatile matter ; and an intermediate variety 
is called " free burning anthracite." 

1373. 2. Bituminous Coals. — Under the head of 
bituminous coals a number of kinds are included which differ 
strikingly in the action of heat, and which, therefore, are of 
unlike constitution. They have the common characteristic 
of burning in the fire with a yellow, smoky flame, and giving 
out on distillation hydro-carbon oils or tar, and, hence, the 
name bituminous. The ordinary bituminous coals contain 
from 5 to 15 per cent, (rarely 16 or 17) of oxygen (ash in- 
cluded) ; while the so-called brown eoal, or lignite, contains 
from 20 to 36 per cent, after the expulsion, at 212° Fahr., 



Sample Page of Question Paper. Mine Ventilation. 

MINE VENTILATION. 411 

by a pressure of 2.5 lb. per square, foot, what must the 
horsepower be to pass 25,000 cubic feet ? *Ans. 2.95 -J-. 

(302) How is the horsepower required to ventilate a 
mine calculated ? 

(303) If 45,000 cubic feet of air are produced per minute 
by 2.G horsepower, what quantity will be produced by 3.2 
horsepower ? " , *Ans. 48,207 cu. ft. 

(304) If, with a rubbing surface of 64,000 square feet, a 
pressure of 2 lb. per square foot passes 20,000 cubic feet of 
air per minute, what will the quantity be if the rubbing sur- 
face is doubled ? ^Ans. 14,142.13 cu. ft. 

(305) If a pressure of 2 lb. per square foot maintains a 
velocity of 600 feet per minute in an airway 800 feet long, 
what pressure will be required if the airway is increased to 
1,400 feet ? 

(306) Why is a current of air necessary in mines ? 

(307) Has a furnace any advantages over a fan ? If so, 
what are they ? 

(308) Two shafts connected underground, with a furnace 
at the foot of one of them, are each 120 yards in depth. 
The upcast has a temperature of 190° F., and the downcast 
a temperature of 54° F. AVhat is (a) the motive column, (l?) 
the water gauge, (c) the pressure in pounds per square foot, 
due to this difference of temperature ? f (a) 95.4 feet. 

*Ans. } (l?) 1.128 inches. 
( (c) 5.868 lb. 

(309) What is a dumb drift? Explain its object and give 
a sketch showing its position in relation to the furnace. 

(310) What is the principle of the exhausting fan? 

(311) What is the principle of the bloAv fan ? 

(312) What is the quantity of air passed by a fan making 
80 revolutions per minute, if the same fan passes 72,000 
cubic feet per minute, when making 112 revolutions per 
minute ? 

•211 



METAL MINING. 

Splendid Opportunities for Competent flen. 

Metal mining is undergoing a transformation. The guessing and the 
trusting to luck of the past are rapidly giving way to the certainty and science 
of the present. Ancient and wasteful methods of mining are being pushed 
aside by modern machinery and scientific methods. Many mines that could 
not be profitably worked a few years ago are today paying ventures. In some 
cases, even the tailings or waste of old workings is being profitably rehandled 
by modern mining machinery. 

With modern methods has come a demand for men whose knowledge of 
metal mining qualifies them to find and secure the ore with the least time and 
expense, and obtain the greatest possible value per ton. The advice and 
services of such men are in constant demand. 

The Mining Courses of The International Correspondence Schools offer the 
ambitious mine worker a glowing opportunity to meet present conditions and 
equip himself for future advancement. 

Amalgamator to Mining Engineer. 

Hugh Burton, Esq., Acton, Cal., March 23, 1900. 

South Zanesville, Ohio. 

Dear Sir:— In reply to your valued favor of 15th inst., I would state that I am a graduate 
of The International Correspondence Schools. I took the Metal Mining Course. I finished the 
Course in September, 1897. I was a little less than two years in doing the work. When I began 
to study I was in the position of second amalgamator in a quartz mill. Shortly after I finished 
the Course, I was superintendent of the mine, which is the highest position in the gift of the 
company. I began to be promoted shortly after I began to study under the tuition of the 
Schools. I attribute my advancement directly to the benefits that I derived from that institu- 
tion. The work laid down is most thorough and practical. The most surprising thing about it 
is the fact that they can afford to give so much for the money received. The same amount of 
good practical instruction would not be given at a regular mining college for less than five 
hundred dollars. 

If you expect to follow mining as a business, and want to be advanced to the top of the 
ladder, I would advise you to begin at once to take a course of study with The International 
Correspondence Schools. Yours respectfully, 

W. R. Shilling, Mining Engineer, Assayer, and MetaUurgist. 

Three Courses of Instruction. 

Three Courses in Metal Mining are offered by the Schools: 

The Metal Mining Course covers the entire theory of metal mining and 
the sciences related thereto, and will furnish all the information necessary to 
qualify the student for any position in the metal-mining industry. 

The Metal Prospectors' Course gives, in a clear and practical manner, the 
information that the prospector needs to have. The Papers treating on the 
determination of ores and the methods of placer mining are the most impor- 
tant and valuable of their kind in existence. 

The Full Mining Course is a treatise on mining in all its phases — both 
metal and coal. It includes everything taught in the Metal Mining Course, 
as well as the following subjects of the Complete Coal Mining Course: Gases 
Met With in Mines; Mine Ventilation; Economic Geology of Coal; Prospecting for 
Coal; Shafts, Slopes, and Drifts; Methods of Working Coal Mines; Surface Arrange- 
ments of Bituminous and of Anthracite Mines; Compressed- Air Coal-Cutting. 
Machinery; Dynamos and Motors; Electric Hoisting and Haulage; Electric Pampingy 
Signaling, and Lighting; and Electric Coal-Cutting Machinery. For full synopses 
of these subjects, send for circular entitled "The School of Mines." 

212 



THE METAL PROSPECTOR. 



The Folly of "Going It Blind." 

In order to seek precious or useful metals with reasonable chances of 
success, a thorough knowledge is needed of the conditions under which the 
metals may be found. For a man to go prospecting without a knowledge of 
the earth's crust is about as sensible as for a mariner to try to get along with- 
out a compass — he may reach his destination, but the chances are a hundred 
to one that he will suffer shipwreck. The prospector should know in what 
rocks and under what conditions he may reasonably hope to discover certain 
minerals, so that he may not be found looking for coal in granite, nor for gold 
and silver veins in the unaltered rocks of the fiat prairie. Prospectors are 
coming to realize more and more that a knowledge of geology, in connection 
with blowpiping and assaying, is indispensable to success. The metal pros- 
pector that "goes it blind " is becoming rarer and poorer every year. 

A Metal Prospector Benefited. 

I am glad to be able to say a good word for The International Corre- 
spondence Schools, of Scranton, Pa. My Course In Metal Prospecting 
has been of great value to me. It has enabled me to carry on prospecting 
work more intelligently, and to open up a mine at Sherman, via Lake 
City, Colo. Through the Schools' instruction, I have had better results, 
and have more confidence in myself, and I know that my efforts are 
better appreciated by the men that have placed confidence in me. 
Moreover, the study of the Course has been to me one of great pleasure. 
I am now engaged in practical mining at Sedalia, Colo. I am going to 
take up another Course. 

Abel A. Allen, Sedalia, Colo. 




The Metal Prospectors' Course. 

In the Metal Prospectors' Course, the intending prospector will get a 
thorough knowledge of the metals and minerals occurring in nature, with 
their characteristic reactions, etc. Promising regions, and regions barren of 
prospects, are so described and illustrated that they will be readily recognized 
when met with in practice. A very valuable feature is the Blowpiping Outfit 
(see page 10), by means of which the student can accurately make tests for 
himself. 

Through this Course the prospector will be able to take advantage of all 
the indications of minerals or other materials of value, thus saving much time 
and moneyo The instruction in blowpiping, etc. will practically make him 
independent of the mining expert or assayer. 

Mining investors or brokers can through our Course fit themselves to judge 
the value of properties, and thus protect themselves or their clients against loss. 

A Successful Mining Engineer. 

I have been studying the Metal Mining Course for over two years, 
and now feel that I have a thorough theoretical knowledge— and, to a 
considerable extent, a practical knowledge— of mining operations. The 
proof of these statements is found in the fact that I have been able to 
successfully examine and prepare reports, plans, or ottier data in my 
business, which I could not have done had not the Course been so 
thorough and practical. Through the Schools' instruction I have been 
able to open an office as consulting mining engineer, making a specialty 
of the examination of mines for investment, the investigation of ores, and 
methods of treatment. 

G. D. James, 526 Opera House Blk., Denver, Colo. 

2Lo 





"" 


f% 




m 


\ 


^ 


k 



THE BLOWPIPING OITFIT. 

The method of teaching Blowpiping, Mineralogy, and. Assaying iS original 
with The International Correspondence Schools, and has been remarkably- 
successful. Instruction in the Metal 3Iining, Metal Prospectors', and Full 
Mining Courses includes, without extra charge (except for expressage), a 
Complete Blowpiping Outfit, which,, if purchased of a regular dealer, would 
cost not less than $20.00. With this outfit, the student can, with a few 
weeks' practice, do practical work in the field, and get a thorough working 
knowledge of characteristic minerals and their reactions. The information 
thus gained is of the greatest importance. The outfit is neatly fitted into 
separate compartments of a handsomely finished ash- wood box. 

The articles included in the Blowpiping Outfit are as follows: 

One brass blowpipe with soldered platinum tip and trumpet-shaped mouthpiece of hard 
rubber, which can be taken apart in four pieces. 

One 3-ounce glass alcohol lamp, the cap ground to fit perfectly. 

One pair steel forceps, 4^ inches long. 

Four 1-ounce bottles with ground-glass stoppers, containing (1) concentrated hydrochloric 
acid, (2) concentrated nitric acid, (3) concentrated sulphuric acid, (4) nitrate of cobalt. 

Two pieces of charcoal (hard wood). 

Six inches of platinum wire. 




Five wide-mouthed bottles, containing the following chemical salts: (1) powdered borax,. 
(2) salt of phosphorus, (3) dry carbonate of soda, (4) bisulphate of potash, (5) nitrate of soda. 

Two open tubes of hardened glass. 

Four closed tubes of hardened glass. 

Three vials containing (1) blue litmus paper, (2) red litmus paper, (3) turmeric pai)er. 

Forty-eight different specimens of minerals, including a complete set to illustrate the scale 
of fusibility, and a set to illustrate the scale of hardness. The list of specimens is as follows: 
Actinolite, Apatite, Arsenopyrite, Asbestos, Azurite, Barite, Bauxite, Bornite, Calamine, 
Calcite, Cassiterite, Cerussite, Chalcopyrite, Cinnabar, Corundum, Cryolite, Cuprite, Dolomite, 
Franklinite, Fluorite, Galena, Garnet, Garnierite, Graphite, Gypsum, Halite, Hematite, Iron. 
Pyrites, Kaolinite, Limonite, Magentite, Malachite, Molybdenite, Orthoclase, Pectolite, 
Psilomelane, Pyrolusite, Pyromorphite, Pyrrhotite, Quartz, Serpentine, Siderite, Sphalerite, 
Stibnite, Talc, Topaz, Willemite, Zincite. 

Sixteen boxes of oxides, as follows: Antimony, Arsenious Acid, Bismuth, Cadmium, 
Chromium, Cobalt, Copper, Iron, Lead, Manganese, Mercury, Metallic Tin, Molybdic Acid^ 
Nickel, Tin, Zinc. 

214 



THE METAL MINER. ' 



V,- y^' 




He Will Never Find Success With a Pick and Shovel. 

Mere manual labor and mechanical drudgery are never very profitable. 
Mining is no exception. As long as the miner works with his hands only, his 
lot will be a hard one. To be a success, he must make his brains direct and 
help the work of his hands. 

In no w^ay, outside of a college course, can he get such a thorough knowl- 
edge of the best mining practice as is to be had in our Metal Mining Course. 
This Course has been written, in clear simple language, for practical men by 
practical men. Many of the Papers are the most valuable and useful of their 
kind in existence. This Course will lift the miner out of the rut in which he 
has been working, and give him that intelligent grasp of mining principles 
which is essential to success. To master the Course requires only the ability 
to read and write English. The successful completion of the Course is certain 
if the student will follow our guidance. 

Assistant Manager of Mines. 

I am very much pleased with the Metal Mining Course of The Inter- 
national Correspondence Schools, of Scranton, Pa. I have all my life 
yearned for a technical mining education, but was not able to accom- 
plish much until I enrolled in the above-mentioned Course. To attempt 
to measure the value of the Course to me would be impossible. The in- 
struction is simply invaluable. There is nothing that could induce me to 
plod along as I had to before studying the Instruction Papers of the 
Schools. Through the Schools' instruction, I have risen from miner to my 
present position as assistant manager of the Virtue Consolidated Mines. 
I cordially recommend the Schools to every ambitious metal miner. 
Francis Jenkins, Virtue, Baker City, Ore. 

Opportunities of the Metal Miner. 

As a result of being placed on a scientific basis, metal mining has made 
great strides within the last few years. Enormous amounts of capital have 
been invested, and operations are being conducted on a larger scale than ever 
before. Modern machinery and modern methods of handling ore have made 
profitable mines that before were considered valueless. 

In all this progress, our student plays an important part. The information 
he is getting from our Metal Mining Course is in constant demand. His 
services are needed in prospecting. His advice is sought on the best methods 
of working, the proper location of mill sites, and the selection, installation, 
and operation of machinery. Through his Course he is fitted to act as fore- 
man or superintendent of the mine, or to fill any position in or about an ore 
plant. By further study of his Course, and continued experience, he can 
qualify for a position as mine inspector or do independent work as an expert. 

Takes Charg© of a Mine. 

When I enrolled in the Metal Mining Course of The International 
Correspondence Schools, of Scranton, Pa., I had little or no knowledge 
of mining. Before I had finished the Course, I was able, with five 
months' practical experience, to take charge of a mine during the 
absence of the superintendent. I am now employed as assistant super- 
intendent by the Magruder Mining Company. Since beginning the 
Course, my salary has been more than doubled. My advancement has 
been due to the fact that I have acquired the knowledge that experience 
cannot teach. To those that are willing to give time for study, success 
is assured. I am glad of this opportunity to recommend the Schools. 
Harby C. Johnson, Metasville, Wilkes CourUy, Ga. 
2i5 




MANAGERS OF MINES AND ORE PLANTS. 

Efficient Service Demands Technical Education. 

The demand in the metal-mining industry today is for economy in opera* 
tion and increased efficiency, and the elimination of the mistakes of the past. 
Hence, to satisfactorily fill his position, the mine or ore-plant manager must 
get himself up in the latest and best mining methods and appliances, or else 
step aside for a better man — one that combines education and experience. 

In no other way can the manager so easily keep ahead as through the 
study of the Metal Mining Course. In this Course, thorough instruction is 
given him in the most economical and scientific methods of metal mining; as 
well as in mine surveying and mapping; and placer and hydraulic mining, 
ore-dressing, and milling machinery. The possession of such practical knowl- 
edge as is contained in this Course will enable the manager to advance his 
own best interests, by increasing the confidence of his employers in his ability 
to serve them to the greatest adva.ntage. 

Secretary=Treasurer of Mining Company. 

There is nothing, in my estimation, more suited to the needs of the 
workingman than The International Correspondence Schools' system of 
education. I came to this country in 1895. When I enrolled in the 
Metal Mining Ctourse, I was able to read the language, but could hardly 
write it. My Course has been of the greatest value to me. Through it 
I have got more practical information than I could from textbooks or 
even from a college course. I am now secretary-treasurer of the Leslie 
Copper Mining Co. If I have been able to start on the road to success 
through the Schools' instruction, there ought not to be one man in the 
country that cannot do the same. 

Lewis P. Laesen, Wallace, Idaho. 

Managers Can Become Owners and Inspectors. 

There are many opportunities afforded the ambitious and educated man- 
ager of mines or ore plants to advance himself in his chosen profession. 
Through our Course in Metal Mining, and the experience he gets in the 
practical application of the principles there given, joined with his general 
knowledge of the mine requirements and his ability in handling men, he can 
make himself so valuable to his employers that, to retain his services, they 
may take him in as a stockholder or part owner. Or he may, with the con- 
fidence begotten of his technical knowledge and experience, form a company 
of his own for practical work. Moreover, his Course will qualify him to pass 
the examination for State Mine Inspector — a lucrative position, and one that 
presents an excellent opportunity to study mining methods, and afterwards 
open an office as consulting engineer or expert. There is no limit to the 
possibilities of an '' I. C. S." student. 

Prospector to President of Mining Company. 

I am glad to be one of the great army of students that, through the 
system of instruction of The International Correspondence Schools, 
are climbing the heights of knowledge and power. I believe that the 
world has reached the golden age, for now every man, whether of small 
means or great, can, with little expense and in the home circle, obtain 
an education that would cost many hundreds of dollars if gotten in a 
college. When I enrolled in the Metal Mining Course of the Schools, I 
was a prospector; now, I am president of the Morning Star Gold Mining 
Company. I recommend the Metal Mining Course as being complete 
and up to date. 

W. F. Hughes, Pioneer, Montana. 
2Lo 






HOW TO BECOME A MINING ENGINEER. 

Salaried Positions for Learners. 

An excellent opportunity to become familiar with all the details of mining 
is afforded bj^ the surveyor's position. Surveying is, in fact, the great high- 
way to mining engineering. Hitherto, however, the only opening into the 
profession, with any likelihood of further advancement, consisted in a course 
in mining at college. But most young men have a living to make, and cannot 
afford to leave home and make the necessary sacrifice of time and money. 

Our Courses are the young man's opportunity. By enrolling in the Metal 
Mining Course, and taking the mathematical and surveying portions of the 
Course first, any young man can, in a few months of spare-time study, qualify 
for and acceptably fill a salaried position on a mine-surveying corps. 

Becomes a Practical Surveyor in One Year. 

Having completed Surveying and Mapping, I feel competent to 
express myself in regard to the practical benefits of The International 
Correspondence Schools. When I took up my Course I had not the 
least knowledge of the subject. Within a year of the time I enrolled, I 
was able to complete the plot of a new mine, and have been assured 
that it was very good work. I am now employed as surveyor by the 
Wapello Coal Company, w ho operate three mines. I do all the survey- 
ing, mapping, and a good deal of the mechanical drawing for the 
company. The Schools' Instruction Papers are thorough, and yet sim- 
ple enough to be easily understood. 

D. C. Phillips, Box 177, Hiteman, Iowa. 

Practice and Further Study Insure Advancement. 

Having once secured a foothold, our student's further progress is compar- 
atively easy. From transitman or chainman to surveyor, assistant mining 
engineer, and chief engineer is simply a matter of experience and further 
study. Owdng to his technical knowledge, our student is able to rapidly 
advance. He has a great advantage over the college man in that, while the 
latter is spending four years acquiring an education, our student is getting 
his education and four years of practical experience at the same time. Each 
day he puts into practice the knowledge he has obtained from his Course, and 
the more he learns the greater his efficiency. In his Course he is taught how 
to plan, open, and equip a mine completely, and to direct mining operations 
under all conditions. This knowledge is of great value, and for men possess- 
ing it there is a demand far in excess of the supply. Such men are frequently 
chosen for the position of general superintendent. 

A Mining Engineer's Advice. 

Spokaxe, Wash., 2028 Second Ave., May 21, 1900. 
The International Correspondence Schools, Scranton, Pa. 

Gentlemen:— It is with great pleasure that I recommend your Schools. To every young 
man I would give the advice I gave a friend that asked me if he ought to send his son to college 
first and give him the practical experience afterwards, or give the practical part first. I 
replied: "Give him both at once. Let him work in your mine, and enroll him in the Metal 
Mining Course of The International Correspondence Schools. In this way he will secure both 
technical and practical education, and at the same time be earning good wages. If he goes to 
college, it will require twace the time, and will cost from $500 to $5,000, and he will be getting 
no experience. In the Schools, his Course will cost less than $50, with the experience thrown 
in." I am pleased to say that my friend took my advice. 

I send you this letter in the hope that it may induce some young man to start on the road 
to success. It is the advice of a man that has done everything in and about a mine, from 
tramming to superintending. Yours respectfully, 

E. W. LiLJEGKAN. 

217 



BOUND VOLIMES OF I NSTRICTION PAPERS. 

Realizing the great value of the Instruction Papers and Drawing Plates to 
those that have studied them, and the desirability of preserving them for 
reference, the Schools have reprinted them on special paper and bound them 
into handsome half-leather volumes. They are now furnished to the student 
by The Colliery Engineer Company as soon as he enrolls (if he pays for his 
Course in cash), or as soon as he has made the second installment payment 
on his Course. So long as he lives up to his contract they cannot betaken 
from him. They are a duplicate set of the Instruction and Question Papers, 
and are supplied in addition to them. Beginning at the rudiments of arith- 
metic, and leading the student through the entire theory of the profession on 
which they treat, they constitute an imequaled reference library. 

The descriptions of their contents are, briefly, as follows: 




Metal Mining Course. 

Volume I. Arithmetic— This Paper has been written especially for mining^ 
students. All the examples treat of mining transactions or operations. 
Formulas.— This Paper is very valuable and important to the mining student. 
Geometry and Trigonometry. — On account of the importance of these subjects in 
mine surveying, this Paper has been made very simple and thorough. Mine 
Surveijing and Mapping is a very important Paper, and will be found of especial 
value by those whose duties call for a knowledge of the mine workings. The 
use of instruments, the manner of keeping notes, traversing, platting, etc., are 
fully explained. Instruction in this subject includes five Drawing Plates (see 
Volume V), two of which teach the platting of angles, the third being a 
map of railroad location, the fourth a profile of an entry, and the fifth a com- 
plete map of a coal mine. Mechanics gives a complete description of machine 
elements, the determination of stresses, strengths of materials, etc. 

Volume II. Steam and Steam Boilers treats of heat, fuels, types of boilers, 
etc. Steam Engines describes fully the plain slide-valve engine, Corliss valve 
gear, indicator cards, horsepower, etc., and hoisting, haulage, and fan engines. 

2L6 



BOIND VOLUMES OF INSTRICTION PAPERS. 

Air and Air Compression describes the yarious types of compressors, receivers, 
pressure regulators, etc. Hydromechanics and Pumping describes the different 
types of pumps, as well as the various forms of pumping ''>machinery. The 
siphon and its use are described in detail. Mine Haulage explains fully the 
various gravity-plane, engine-plane, tail-rope, and endless-rope haulage sys- 
tems. Hoisting and. Hoisting Appliances includes a description of electric motors 
for operating winding drums. Careful attention is given to the various types 
of hoisting engines. Percussive and Rotary Boring describes fully the methods 
of deep boring and the various hand-drilling machines and power drills used. 
Diamond core drilling is described and illustrated in all its details. 

Volume III. Blowpiping describes fully the apparatus necessary for con- 
ducting operations, and gives all the important tests and methods of determin- 
ing the constituent elements of a compound. Mineralogy. — No more practical 
mineralogical treatise is in print than this Paper. It describes in detail 
the distinguishing characteristics of all the most important minerals and 
metals. In Assaying, the methods of analysis given are those that have proved 
most successful in the laboratories of practical chemists and assayers. Geology 
treats of the geological agencies and periods, ore deposits, value of fossils, 
commercial importance of the various ores, etc. Prospecting treats of the 
application of the principles of geology in the search for ores and materials of 
value, and the United States and Canadian practice in regard to mining claims. 
In Placer and Hydraulic Mining, the methods and appliances used in recover- 
ing gold from all forms of placer deposits are thoroughly treated. 

Volume IV. Preliminary Operations at Metal Mines is a thoroughly practical 
Paper on the opening up of a mine, including everything up to the time that 
stoping and actual production begin. Metal Mining includes all the up-to-date 
methods of mining, blasting, and timbering. The Paper will be found a 
complete and valuable exposition. Sarface Arrangements at Metal Mines includes 
the arrangement of the hoisting plant, the transportation of ore and supplies, 
the plant for preparing and treating ore, etc. Ore Dressing and Milling treats 
in detail the various means for recovering values from ores by mechanical con- 
centration, and the amalgamation of gold and silver ores. 

Volume V. This volume includes the Instruction Paper, with the accom- 
panying Plates, on Geometrical Drawing, as well as the five Plates of Mine 
Surveying and Mapping, previously mentioned. The size of the volume is 
11|^ in. X 14J in., the Drawing Plates being 12 inches long between the border 
lines. The directions for drawing each Plate are on the page opposite, thus 
avoiding the necessity of turning the leaf when referring to the text. 

Volume VI. Tables and Formulas. — All the tables and formulas used 
throughout the Course are here given in one thin book for quick reference. 

Volume VII. Questions and Answers. — This is a Key to all the Question 
Papers. Used judiciously, it will save the student much time and patience. 



fletal Prospectors' Course. 

This Course is comprised in one Bound Volume, which is the same as 
Volume III of the Metal Mining Course. This volume gives more information, 
and gives it in simpler language, than any other book on the subject. 



OITUNES OF STIDIES 

Taught in the Metal Mining Course. 



ARITHMETIC. 

{lis Pages.) 
Fundamental Processes— C ancelatio n — nate Numbers— Measures and Weights — Invo- 
Fractions— Decimals — Percentage — Denomi- lution— Evolution— Ratio— Proiwrtion. 

FORMULAS. 

{13 Pages.) 
Instruction in the Use of Signs and Letters in Formulas. 

GEOMETRICAL DRAWING. 

{69 Pages, 9 Plates, 110 Illustrations.) 
Instruments and M a t e r i a 1 s— Lettering— of Objects— Projections— Conic Sections— In- 
Geometrical Constructions — Representation tersections and Developments— Shade Lines. 

GEOMETRY AND TRIGONOMETRY. 

{62 Pages, 116 Illustrations.) 
Geometry: Linesand Angles, Plane Figures, Use of Tables— Mensuration: Plane Surfaces, 
Triangles, Circles — Trigonometry: Triangles Solids, Projections, Symmetrical and Similar 
and Circles, Trigonometric Functions and Figures. 

MINE SURVEYING AND MAPPING. 

{19U Pages, 5 Plates, 110 Illustrations.) 
Surveying: Measuring Distances, Compass ment, Map of Final Location, Laying Out 
Surveying, The Vernier, Azimuths and Bear- Sharp Curves in a Mine, How to Carry a Sur- 
ings, To Determine a True Meridian, To Make vey Into a Mine, Inside Work — Leveling— 
a Compass Survey, Latitudes and Departures Profile of an Entry— Topographical Survey- 
— Mapping: Platting to Scale— To Plat a Survey ing: Contours, Platting the Work— General 
—Transit Surveying: The Transit, Measure- Plan of a Bituminous Mine: Metalliferous 
ment of Horizontal Angles, Obstacles to Aline- Mine Surveying. 

MECHANICS. 

{96 Pages, 65 Illustrations.) 
Motion and Velocity— Force— Simple Ma- and Energy— Belts— Composition of Forces- 
chines — Friction — Specific Gravity — Work Resolution of Forces — Strength of Materials. 

STEAM AND STEAM BOILERS. 

(A5 Pages, "ZU Illustrations.) 
Heat: Nature of Heat, Heat Units, Steam, of Boilers, Strength of Boilers, Horsepower of 
Combustion, and Fuels— Steam Boilers: Types Boilers, Chimneys. 

STEAM ENGINES. 

{kJ Pages, 29 Illustrations.) 
The Plain Slide- Valve Engine: The Plain — Steam-Engine Governors— Special Types of 
Slide Valve, Corliss Valve Gear- Indicators Engines: Hoisting, Haulage, and Fan Engines 
and Indicator Cards: Directions for Taking — Compound Engines: Tandem and Cross- 
Diagrams, Indicated Horsepower— Condensers Compound, Triple- Expansion Engines. 

AIR AND AIR COMPRESSION. 

{63 Pages, Ul Illustrations.) 
Pneumatics: Pneumatic Machines, Expan- tors. Indicator Cards, Reheating Compressed 
sion of Air and Gases— Air Compressors: Types Air, Calculating Size of Air Compressors— 
of Compressors, Receivers, Pressure Regula- Properties of Air and Gases. 

HYDROMECHANICS AND PUMPING. 

{110 Pages, 95 Illustrations.) 
Hydrostatics: Laws of Liquid Pressure, Mine Pumps, Sinking Pumps, Location of 
Buoyant Effects of Water— Hydrokinetics— Pumps, Pulsometers, Electric Pumps, Hy- 
Pumps: Descri ption of Types, Duty of aPump, draulic Pumping Engines, Siphons, Calcula- 
Mine Pumping, Pump Details, Underground tions Pertaining to Pumps. 

MINE HAULAGE. 

{135 Pages, 126 Illustrations.) 
Haulage Systems: Gravity and Engine Track Materials, Track Rollers, Underground 
Planes, Tail-Rope and Endless-Rope Systems Haulage by Engines and by Endless Rope, 
—General Appliances: Wire Ropes, Roadbed, Haulage by Mine Locomotives. 

32) 



OITLINES OF STUDIES. 



HOISTING AND HOISTING APPLIANCES. 

{106 Pages, 96 Illustrations.) 
Motors: Electric Motors or Dynamos, En- —Cars: Buckets, Cages, Skips— Rope Carriers: 
Rines— Drums: Cylindrical and Conical Drums, Sheaves, Rollers— Tracks: Guides, Dumps, 
Reels, Rope Wheels, Drum Appliances— Ropes Keeps, Head-Frames. 

PERCUSSIVE AND ROTARY BORING. 

{112 Pages, 126 Illustrations.) 
Percxissive Boring: Hammers, Drills, Meth- mond Drilling— Advantages of the Diamond 
ods and Appliances for Deep Boring, Portable Drill— Practical Notes, Special Methods and 
Percussive Boring Machines, Auger Power Devices for Drilling in Soft Materials, The 
Drills, Machines and Appliances Used in Dia- Davis Calyx Drill. 

BLOWPIPING. 

{81 Pages, 16 Illustrations.) 
Constitution of Matter: Chemical Elements, ratus. Examination of a Substance Before the 
Formation of Chemical Compounds, Chemical Blowpipe, Reduction of Metallic Oxides With 
Nomenclature— Blowpiping: Wet Tests, Appa- Soda, Tables of Characteristic Reactions. 

MINERALOGY. 

{89 Pages, 78 Illustrations.) 
Minerals and Their Properties: Transpar- metric, Tetragonal, Orthorhombic,Monoclinic, 
ency. Color, Luster, Feel, Structure, Cleavage, Triclinic, and Hexagonal Systems, Hemihe- 
Fracture, Hardness, Tenacity, Crystalline dral Forms, Distortion— Iron — Copper— Lead 
Form, Specific Gravity, Examination of —Zinc— Silver— Gold— Coal— Other Metallic 
Mineral Specimens— Crystallography: Thelso- Ores— Precious Stones— Gangue Minerals. 

ASSAYING. 

{l/fS Pages, 51 Illustrations.) 
Assaying: Methods of Analysis— Fire Assay- Phosphorus, Lime Determination, Insoluble 
ing: Preparing the Sample, Weighing, Fur- Matter and Silicia. Copper Determination, 
naces, Furnace Tools, Crucibles, Scorifiers, Lead Determination, Zinc Determination, 
Etc., Fluxes, Gold and Silver Assaying— Wet Sulphur Determination, Preparation of Rea- 
Assays: Apparatus, Iron Determination, gents— Weights and Measures: English and 
Manganese Determination, Determination of Metric Systems, Assay-Ton Weights. 

GEOLOGY. 

{128 Pages, 133 Illustrations.) 
Dynamical Geology: Atmospheric, Aqueous, Rocks; Structure Common to All Rocks, Min- 
Igneous, and Organic Agencies— Structural eral Veins and Ore Deposits, Fossils and Char- 
Geology: Stratified, Unstratifled or Igneous, acteristics of the Periods— Economic Geology: 
Plutonic or Massive, and Volcanic or Eruptive Materials of Commercial Importance. 

PROSPECTING. 

{59 Pages, 50 Illustrations.) 
Preliminary Education and Preparation: Underground Prospecting — Drilling: Pros- 
Prospector's Outfit, Location of Placer Claims pecting With a Diamond Drill, Hand Augers 
—Prospecting Lodes or Veins: Float, Sampling for Drilling, Percussive or Churn Drills for 
the Outcrop, Locating Lode Claims, Tunnel Prospecting — Magnetic Prospecting— Exam- 
Sites— Mill Sites: Locating and Recording- pies of Prospecting Regions — Prospectors' 
Prospecting for Gems and Precious Stones— Tools: Picks and Drills. 

PLACER AND HYDRAULIC MINING. 

{105 Pages, 96 Illustrations.) 
History of Placer Mining; Origin of Gold gation of Placers— Water Supply: Reservoirs, 
Placers — Placer Mining: Form of Deposits, Measurement of Flow of Water, Ditches and 
Apparatus and Methods Used in Placer and Flumes, Pipes — Placer-Mining Practice — 
Hydraulic Mining, Methods of Excavating Examples of Placers — Working Placers by 
Material, Cleaning Up, Preliminary Investi- Dredges. 

PRELIMINARY OPERATIONS AT METAL MINES. 

{95 Pages, 96 Illustrations.) 
Exploration and Development Work: Meth- Methods. Precautions to be Taken in Wet 
ods of Exploration, Classes of Deposits, Meth- Formations — Inclines or Slopes: Timbering 
ods of Opening Up Mineral Deposits, Relative for Inclines— Special Methods of Shaft Sink- 
Advantages of the Different Forms of Open- ing: Forepoling, Metal Lining Forced Down, 
ings— Shafts and Shaft Linings: General Pneumatic Method of Shaft Sinking, The 
Arrangement, Shaft Timbering, Masonry and Poetsch or Freezing Method, The Kind- 
Metal Shaft Linings— Tunnels and Tunnel Chaudron System, Continuous or Long-Hole 
Linings: Linings, Water, Removal of Exca- Method, Comparison of the Different Methods 
vated Material, Swelling Ground, Special of Shaft Sinking. 

22L 



OUTLINES Of STIDIES, 



, METAL MINING 

{lltS Pages, 163 Illustratidns.) 
Methods of Mining: Open Work, Closed Underground Supports: Timbering, Metal and 
Work, Methods of Extraction— Breaking Masonry— Ventilation of Metal Mines— Mine 
Ground (Blasting)— Mine Timbering and Sanitation. 

SURFACE ARRANGEMENTS AT METAL MINES. 

{U8 Pages, 57 Illustrations.) 
Arrangement of Hoisting Plant, Head- for Preparing and Handling Timber— Power 
Frames, Pockets, Bins, Etc.— Transportation and Light Plant and Transmission of Power— 
of Ore and Supplies— Timber Yard and Means Plant for Preparing or Treating the Ore. 



ORE DRESSING 

{231 Pages, 169 
Crushing: Wet and Dry Crushing— Crushing 
Machinery: Rock Breakers, Comminuting 
Machinery, Automatic Feeders— Sizing and 
Classifying Machinery — Concentrating Ma- 
chinery: Jigs, Buddies. Bumping Tables, 
Vanning Machines, Dry Concentrators. Mag- 
netic Concentrators, Miscellaneous Forms— 



AND MILLING. 

Illustrations. ) 

Amalgamation — Amalgamating Apparatus: 
Primitive Amalgamation, Modern Amalga- 
mating Machinery — General Mill Arrange- 
ment: Mill Site. General Arrangement of 
Buildings and Apparatus— Special Examples 
of Concentration: Copper, Lead, Zinc, Tin, 
Iron Ores, Etc. 



OITLINES OF STUDIES 

Taught in the Metal Prospectors' Course. 

Geology, 



Assaying, 
Placer and Hydraulic Mining. 



BloAvpiping, Mineralogy, 

Prospecting, 

These Papers are the same as those of the same name of the Metal Mining 
Course, to which the reader is referred for Outlines (see page 15). 



Principal of the School of Mines. 




Henry M. Lane, M. E. , Principal of the 

Metal-Mining Division of the School of 
Mines, is a graduate of Purdue University. 
He was superintendent of machinery in 
New Mexico for the Santa Fe Railroad 
Company's mines; consulting engineer at 
Lafayette, Ind. ; construction engineer for 
mining companies in Michigan; took a post- 
graduate course in electricity and civil 
engineering at Purdue University; was Pro- 
fessor of Mining Engineering at the College 
of Montana; construction engineer of plants 
for working ores; Assistant Professor of 
Mechanical Engineering at the Washington 
Agricultural College. Entered the employ 
of the Schools December 23, 1898. 

222 



Sample Page of Instruction Paper. Prospecting. 
38 PROSPECTING. 



15 



■■^v-^HP^ 


m:..- 


.7 -'' 


■ " "W^^^^p 


^^£ 


•\ "i 


-^.'rpy^^M 


^^8 


^^gr;:;'^ 


"-3^; ■ [g^^^^^^ 


^^^g 


^^^J^-i'J' 


-^=^^^i^B^^^^^^^ 


^^^^£ 


;^«BW^i— ^ ...- * 


-^^^^^^B 


^S 


^fcj^ 








~ " ■ "^^^^^^==^^3^^^^^^ 


^^s^lfi 


J^E-=iI=-_-_ 


-■ ^2§T^S==^raMM^^^ 


^^^^^ 


^t?^.'' - ~ - •"■ 


-tf ' — ^^flS^ 


^^^^^p 


0' "~-!~ 


. ::'^J-^r====^^m 


^^^r 




- -~^^^^^^=s^s 


=^c — 




^-■■^-■---<^^^f 


^' 


.,.,.-__; ...:-,i' 



operation till he has left only a few ounces of finely pow- 
dered ore, which, however, represents quite accurately the 
average value of the samples he has taken from the vein. 

38. Quartering. — The operation of reducing samples 
takes the name "quartering" from the peculiar way in 
which it is performed, the sample being spread out into a 
flat circular pile, divided into quadrants by two diametrical 

lines at right angles to each 

other; two alternate quarters ^^li^^|^S^^ ' ' ' ' - ^"^II 
are saved, the other two are """""'" " 

thrown away. The method is 
as follows: The crushed sample 
is placed in the center of a can- 
vas sheet and thoroughly mixed, 
either with a shovel, or, if the 
sample is small, by drawing the 
corners of the cloth, one after 
another, up and over, rolling and 
mixing the ore within. When 
thoroughly mixed, the sample is heaped up in a conical pile. 
If the sample is large, the operator walks slowly around it, 

scraping the ore from the 
apex of the cone towards 
the outside with his shovel 
as he goes. This he con- 
tinues till the sample is re- 
duced to a flat pile. Through 
the center of this pile he 
draws two lines at right angles 
to each other, which divide 
the sample into quadrants. 
He then shovels away two al- 
ternate quadrants, preserving 
the other two for further treat- 
ment. Thus, if, as in Fig. 5, 
we consider the quadrants as 
numbered consecutively from 



Fig. 




Sample Page of Instrnetion Paper. Percussive and Rotary Boring*. 

54 PERCUSSIVE AND ROTARY BORING. § 26 

a feather or projection on the gear-wheel /; runs as the feed- 
screw and drill /are turned. There are two drills used for 
each hole over 3 feet deep; one is 3 feet long and the other 
6 feet long. The time required to drill a 6-foot hole in ordi- 
nary bituminous coal with this drill is from 1 to 4 minutes. 



THE RATCHET. 

81. It frequently happens in mining work that holes 
must be drilled close to and parallel with the roof, floor, or 
sides of an entry or breast. This can easily be accomplished 
with such machines as shown in Figs. 54 and 55^ providing 
it is not required to bore the holes closer than a few inches 
to the roof, floor, or sides of the working place and the 
material is not very hard; but where the holes must be 
bored next the roof, floor, or sides, or some distance from 
them, in reasonably hard rock, such as soft sandstone, the 
ratchet is used. It is the most rigid of hand-drilling 
machines for rotary boring. 

82. Fig. 54 shows a very strong form of ratchet which 
is largely used for tunnel and mine work. This ratchet is 
shown in position for drilling a hole in the rock overlying 




Fig. 54. 
the coal. The tube / is about 2J feet long and 3 inches in 
diameter, and has the threaded nut n welded to one of its 
ends. The feed-screw s is turned by the lever //, which 

224 



Sample Page of Question Paper. Ore Dressing and Milling. 
§ 43 ORE DRESSING AND MILLING. 3 

(32) How is the force of water regulated in jigs ? 

(33) Describe the construction of a double eccentric. 

(34) How do the ordinary Hartz jigs and the quick- 
return Hartz jigs differ in action ' 

(35) Describe the Heberle gate, and mention the other 
forms of discharge employed for removing the concentrates. 

(3G) What is a stay box, and what is its use ? 

(37) What are the respective advantages and disad 
vantages of inward and outward flow buddies, and when 
both are used in succession, how should they be placed ? 

(38) How are the headings protected in the Evans 
buddle ? 

(39) How does the bumping table w^ork ? 

(40) Give the principle of vanners, and describe their 
action. 

(41) Give the general construction and describe the sep- 
arating action of a Wilfley table. 

(42) Define paramagnetic and diamagnetic, and give the 
two general classes of magnetic concentrating machines. 

(43) In gold and silver amalgamation, what are the prin- 
cipal sources of gold, silver, and mercury loss ? 

(44) How is the sickening of mercury remedied when it 
is due to the formation of metallic oxides ? 

(45) Name the principal devices for saving float gold and 
floured amalgam. 

(46) How is greasy gold remedied ? 

(47) How and why are amalgamating pans heated ? 

(48) If ore is to be amalgamated in pans, why should it 
be crushed as fine as practicable before being introduced into 
the pans, and what effect has long grinding in the pan 
upon the mercury ? 

(49) What are the principal objections to barrel amal- 
gamation, and how does it compare with the systems of pan 
amalgamation, such as the Boss process ? 

(50) What office do salt and bluestone (sulphate of 



THE FILL MINING COIRSE. 




A Practical, Comprehensive Treatise. 

The Full Mining Course is the most comprehensive and practical mining 
Course in existence. It treats of the ventilation of mines; mine surveying 
and mapping; prospecting for anthracite and bituminous coal and for metals; 
methods of working coal and metal mines; surface arrangements of anthracite, 
bituminous, and metal mines; percussive and rotary boring; placer and 
hydraulic mining; ore dressing and milling; electric haulage, signaling, 
lighting, drilling, etc. ; in fact, everything from the laying out and working of 
the mine to the preparation and disposition of the product. Instruction in 
this Course includes a Complete Blowpiping Outfit (see page 25). 

Our Mining Courses are, above all things, practical. The student is given, 
in the clearest and concisest way possible, the very information necessary to 
success. The Courses have been written by men with many years of practical 
experience in scientific mining. 

General Superintendent of Coal and Coke Plant. 

When I enrolled in the Full Mining Course of The International 
Correspondence Schools, I was a mine superintendent. I had previously 
studied many of the leading textbooks on mining, but I progressed very 
slowly, owing to the technical manner in which the subjects were 
treated. But, through the Schools' instruction, I advanced very rapidly, 
and was soon able to viaster the most difficult and technical mining problems. 
I am now general superintendent for the Lewisburg Coal and Coke 
Company, one of the largest plants in the state, at a salary of $3,000 per 
year, or nearly double what I received when I enrolled. I would not 
have been able to assume these duties had it not been for the knowledge gained 
from my Course. Jas. Gallagher, Lewisburg, Ala. 

For Whom the Course Is Intended. 

The Full Mining Course is eminently adapted to the needs of mine officials, 
mspectors, etc., engaged in mining in districts that include both coal and 
metal mines, to whom the great value to be derived from a comparative study 
of both coal- and metal-mining practice will be evident. 

Many college-educated mining engineers find this Course a very con- 
venient and yet thorough means of keeping up to date on all branches of 
mining. Even the student fresh from the mining college will find it very 
valuable in giving him the very information he needs in practical life. 

Mining men that can recollect the difficulty they themselves experienced 
in early life will see the great good their boys will get from a thorough mining 
education. By giving them a thorough education now in the theory of 
mining — such as is afforded by the Full Mining Course — they will be compe- 
tent and experienced men by the time they come of age. 

Miner to Part Owner and Manager. 

When I enrolled in the Full Mining Course, I was working as a 
mineir. After studying in the Course a short time, I obtained a position 
as mine foreman with the Sheridan Fuel Co., where I remained three 
years. That my services were appreciated is proved by the fact that, 
when I resigned, great pressure was brought to bear upon me by the 
company to reconsider my resignation. I declined, however, as I had 
already bought an interest in the Felix Coal Co. I am now manager of 
their mine here. The advancement l have made is largely, if not entirely, 
due to the training received from The International Correspondence Schools. 
I wish the Schools continued success. 

Geo. N. Griffin, Felix, Crook County, Wyo. 
226 




THE SCHOOL OF ELECTROTHERAPEUTICS. 



FACULTY. 

W. F. BRADY, M. D., 

Dean of the Faculty. 
Professor of Electrotherapeutics and Genito- Urinary Surgery. 

WM. J. HERDI^IAN, M. D., LL. D., 

Professor of Neurological Electrotherapeutics. 

Professor of Diseases of the Mind and Nervous System, University of Michigan; Fellow 

American Academy of Medicine; Member American Medical Association; 

Ex-P-esident American Electrotherapeutic Association. 

S. H. MOKELL, M. D., 

Professor of Static Electricity. 

Chief Instructor of New York School of Special Electrotherapeutics; Author of "Treatment 

of Diseases by Electrical Currents," "Manual of Static Electricity in X-Ray and 

Therapeutic Uses," "The Cure of Writei's' Cramp and the Arm 

Troubles of Telegraphers and Ball Players," etc., etc. 

AUGUSTIN H. GOELET, M. D., 

Professor of Gynecological Electrotherapeutics. 
Professor of Gynecology in the New York School of Clinical Medicine; Member of the American 
Medical Association; Ex- President of the American Electrotherapeutic Associ- 
ation; Ex-P-esident of the Society for Medical Progress; Member 
of the Societe Franqais d' Electrotherapie, etc., etc. 

R. B. WILLIAMSON, M. E., 

Professor of Eleotrophysics. 

iMte Instructor in Electrical Engineering, Lehigh University. 



SYNOPSES OF SIBJECTS 

Taught in the Electrotherapeutics Course. 



DIRECT CURRENTS. 



Nattire of Electricity. 

Electricity an Exact Science, Electri- 
fication, The Ether. 
Electrical Units. 

The Volt: Electromotive Force, Avail- 
able Electromotive Force — The 
Coulomb: Quantity, Unit of Quan- 
tity—The Ampere: Strength of 
Current, Pressure— The Ohm: Re- 
sistance, Specific Resistance, Table 
of Specific Resistances, Variation of 
Resistance With Length, Variation 
of Resistance of Cross-Sectional 
Area, Ohm's Law— The Joule: Unit 
of Work— The Watt: Power, Rule for 
Finding the Power, Unit of Power, 
Horsepower, Unit Abbreviations. 
Production of Electromotive Force. 

Devices for Creating E. M. F. 
Primary and Secondary Cells. 

Primary Cells: Direct Currents, 
Simple Voltaic Cell, Chemical 
Actions Occurring in a Simple Cell, 
Local Action, Amalgamation, Elec- 
tromotive Series, Polarization and 
Depolarization, Depolarization of 
Cells, Chemical Depolarization, Rate 
of Depolarization, Primary Batteries 
as Sources of Electrical Energy. 
Cells. 

Classification— Cells With No Depolar- 
izer: The Volta Type— Cells With a 
Depolarizing Electrolyte: Bichro- 
mate Cells, The Grenet'Cell, Plunge- 
Batteries — Cells With a Liquid 
Depolarizer: Nitric Acid as a De- 
polarizer, Grove and Bunsen Cells, 
Electropoion Fluid , The Partz Cell, 
The Daniell Cell, The D'Infreville 
Zinc — Cells With a Solid Depolarizer: 
The Leclanch6 Cell, Gonda-Le- 
clanche Cell, Lalande-Chaperon Cell, 
Edison-Lalande Cell — Dry Cells: 
Construction and Use, The Burnley 
Cell— The Application of Primary 
Batteries: Cost, Mechanical Con- 
struction, Consumption of Material, 
Internal Resistance. 
Secondary Batteries, or AccLTyiULATORS. 

Construction, Positive and Negative, 
Classes of Accumulators — Lead 
Accumulators: Construction, Oxi- 
dation, The Faure i rocess, Grids, 
Gassing, Sulfating, Buckling, Am- 
pere-Hours, Output, EflBciency, Loss 



Due to Internal Resistance, Care of 
Cells, Construction of Cells, The 
Tudor Grid, The Chlorid Accu- 
mulator—Bimetallic Accumulators: 
Classes, Zinc-Lead Cells, Copper- 
Zinc Cells— Uses of Accumulators: 
Advantages, The Charglng-Current, 
Density of the Electrolyte, Measure- 
ment of the E. M. F.— Selection of a 
Battery: General Treatment, Cau- 
tery and Lighting— Care of Batteries: 
Renewals, Contact Surfaces, Care of 
Bichromate Cells, Care of Electrodes, 
The Poles. 

Electric Circuits. 

Classification of Electric Circuits. 
The Voltaic Cell, Circuits — Loss of 
Electromotive Force in a Closed 
Circuit: ' ' Watermotive ' ' Force, Loss 
in Pressure, The E. M. F. in an 
Electric Circuit, Function of the 
Battery, Current-Strength, Drop of 
Potential, Battery E. M. F., Counter 
E. M. F., Resistance and E. M. F.— 
Derived Circuit: Conductivity, 
Derived Circuit of Two Branches, 
Joint Resistance — Arrangement of 
Cells: Main Principles, Size of a 
Cell, Cells in Parallel, Cells in 
Series, Cells Connected With an 
External Resistance, Disconnecting 
the Battery, Effect of Resistance, 
Resistance of Battery, Fundamental 
Formula, Effect of Combining Cells, 
Stmimary, Large External Resist- 
ance, Small External Resistance, 
Maximum Current, Equal Internal 
and External Resistance, Placing 
Cells in Series, Electric Power of a 
Cell, Capacity of a Cell. 

Classification of Electromotive 
Forces. 
Variations of in E. M. F.— Graphical 
Representation of Pressure— Direct 
Electromotive Force or Current: 
Direct E. M. F. or Current, Con- 
tinuous E. M. F. or Current, Pulsa- 
ting E. M. F. or Current, Inter- 
mittent E. M. F. or Current— Alter- 
nating E. M. F. or Current: Alter- 
nating E. M. F., Sine Curves, Cyclic 
Alternating Currents, Alternations, 
Cycles, and Periods, Frequency, 
Alternating Current. 



MAGNETISM AND ELECTROM AGNETISM. 



Nature of Magnetism. 

Electromagnetic Phenomena, Magnet- 
ism as a Science, Reaction Between 
Magnets, Experiments With Mag- 
netic Needle, Lines of Magnetic 
Force, Magnetic Field, Magnetic 
Flux, Interactions Between Lines of 
Force, Magnetic Circuit. Terrestrial 
Magnetism— Magnetization: Differ- 
ence Between Electricity and Mag- 
netism, Molecules, Interaction 
Between Freely-Suspended Magnetic 



Needles, Various Stages of Magneti- 
zation, Residual Magnetism and 
Saturation, Molecular Rearrange- 
ment, Induced Magnetism, Hydrau- 
lic Analogy, Examples of Magneti- 
zation, Effect of a Weak Inducing 
Magnet, Disconnection of Molecules 
—The Magnetic Circuit: Length of 
the Magnetic Circuit, Direction of 
Lines of Force, Similarity Between 
Magnetism and Electricity, Reluc- 
tance and Magnetomotive Force, 



Classification of Magnetic Circuits, 
Magnetic Quantity and Density- 
Magnetic Units. 
Electromagnetism. 

Magnetic Field of Electric Conductors: 
Magnetic Forces, Magnetic Whirls, 
Direction of Magnetic Whirls, 
Attraction and Repulsion of Lines of 
Force, Solenoid, Direction of Current 
Around Solenoid, Ampere-Turns, 
Permeability— Electromagnets: Per- 
meabilityaud Conductivity, Magnet- 
izing Coil of an Electromagnet, 
Polarity of an Electromagnet, The 
Horseshoe Electromagnet. The Iron- 
Clad Electromagnet— Electromag- 
netic Induction: Electromotive 
Force in a Conductor, A Solenoid 
Conveying a Current Acting as a 
Magnet, Direction of Induced E. M. 
F., Magnitude of the E. M. F., Abso- 
lute Unit of Potential, Cutting 
Lines of Force, Limit of Induced E. 
M. F., Stationary Conductors and 
Moving Fields— Various Means for 
Inducing an E. M. F.: Classes of 
Induction, Magneto-Electric Induc- 
tion, Electromagnetic Induction, 
Mutual Induction, Self-induction, 
Extra Current— The Magneto-Elec- 
tric Generator: Example of Magneto- 
Electric Induction, Changing From 
an Alternating to a Continuous 
Current, Faults of Magneto-Electric 



Generators— The Induction-Coll: 
Action of Induction-Coil, Eddy- 
Currents, Retreating Lines of Force, 
Counteracting Eddy-Currents, 
The Primary Coil, Breaking-Con- 
tact, Condenser, Action of a Cylin- 
der, Cylinder in Parallel With Valve, 
Construction of Condenser, Conden- 
ser and Induction-Coil Combined, 
Condenser in Parallel With Vibra- 
ting Spring, Curve of Self-induction, 
The Secondary Coil, Function of 
Secondary Coil, E. M. F. of Second- 
ary and Primary Coil, Effect of 
Secondary on Primary Coil, Reduc- 
tion of Voltage in Secondary, E. M. 
F. Curve of the Battery-Current, Use 
of the Primary Current in Medicine, 
Effects of a Dissymmetrical Alter- 
nating Current, Effects of Induction- 
Currents, Effects of Changing the 
Number of Turns in Secondary Coil, 
Variation of Electromotive Force in 
an Induction-Coil, E. M. F. Gener- 
ated by the Secondary Coil, Dubois- 
Raymond Regulator, Screening 
Effects, Modern Methods of Regula- 
tion. Compound Secondary Coils, 
Methods of Effecting Combinations, 
Speed of the Vibrator, Ribbon Vi- 
brator, High-Speed Vibrator, Effect 
of Excessive Frequencyof Vibration, 
Testing an Induction-Coil — Measure 
ment of Current-Strength. 



ELECTROSTATICS. 



Electrification . 

Positive and Negative Electricity, 
Charge, Conductors and Insulators. 
Frictional Electricity. 

Both Bodies Conductors, One or Both 
Bodies Insulators, Energy of Charge, 
Conditions for Electrification, Con- 
ditions Governing Kind of Charge, 
The Electric Pendulum, The Electric 
Series— Measurement of Charge: The 
Gold-Leaf Electroscope, Quadrant- 
Electroscope, Torsion-Balance, Law 
of Inverse Squares, Unit Quantity, 
The Coulomb. 
Electrostatic Induction. 

Thi Electrostatic Field, Inductive 
Capacity, The Electrophorus — 
Potential: Change of Potential, Con- 
ditions Governing Potential, Loca- 
tion of Charge, Exceptions, Distri- 
bution of Charge — Capacity of 
Conductors: Capacity — Unit of 
Capacity: The Farad, Microfarad. 



Condensers. 

Action of a Condenser, Condensing 
Force, Condenser of Unit Capacity, 
Conditions Governing Capacity, The 
Leyden Jar, Location of Charge, 
Residual Charge, Battery of Jars, 
Isolated Charges. 
Static Machines. 

Static Frictional Machines. 

The Cylinder -Machine —The Plate- 
Machine. 
Static Induction-Machines. 

Fundamental Principles— Thomson's 
Replenisher: Construction and 
Action— The Toepler-Holtz Machine: 
Construction, Diagrammatic View 
of Holtz Machine, The Carriers, The 
Field - Plates— The Wimshurst Ma- 
chine: Principles of Construction. 
Modes of Discharge. 

Convective Discharge— Disruptive Dis- 
charge — Conductive Discharge — 
Static Induced Currents. 



ESSENTIAL APPARATUS. 



Apparatus Used for Controlling 
and Measuring. 

Cell-Selectors and Switchboards. 
Single-Handed Selectors, Double- 
Handed Selectors, Selectors as Cur- 
rent-Regulators, Precautions to Be 
Observed— Switchboards: The Mer- 
cury Svvitchboard. 

Ammeters, Voltmeters, and Rheostats. 
Ammeters and Voltmeters: Galva- 
nometers and Ammeters, The 
D'Arsonval Galvanometer, The 
Weston Milliammeter— Similarity of 
Ammeters and Voltmeters: Analogy 
From Hydraulics, Ammeter and 
Voltmeter in an Electric Circuit, 
An Ammeter Changed Into a Volt- 
meter, Difference Between Ammeters 



and Voltmeters — Rheostats: Wire 
Rheostat, Carbon Rheostat, Carbon 
Pressure Rheostat, Bailey'sRheostat, 
Fluid Rheostat — Influence of Resist- 
ance on E. M. F. and Current. 
Dynamos, Motors, and Transform- 
ers. 
Dynamos. 

Fundamental Principles: Conversion 
of Mechanical Into Electrical 
Energy, Coil and Commutator, 
Armature, Ring Armature, Arma- 
ture Compared With Cells in Parallel 
Series, Action of a Dynamo— Classes 
of Dynamos: Series and Shunt 
Dynamos, Compound Dynamo, 
Difference Between Series and Shunt 
Dvnamos, Alternators. 



Motors. 

General Principles, Counter-Electro- 
motive Force, Uses of Dynamos and 
Motors, Sinusoidal Alternator. 
Transformers. 

Construction, Use of Transformers, 
Adapters. 
Electromotive Porce and Difference 
of Potential. 
Potential. 

Potential Energy and Potential, Dif- 
ference of Potential, Zero-Level, 
Positive and Negative Potential, 
Electric Potential. 
Electromotive Force. 

Zero Potential, Electric Difference of 
Potential, Positive and Negative 
Potential, Potential No Indication of 
Quantity, Fall of Potential, Distinc- 
tion Between E. M. F. and P. D., 
Cells on Short Circuit, Cells Com- 
bined With External Resistance. 
Tlie Hydro-Eleetrlc Batli. 
Resistance of the Bath. 

Resistance of Water— Effect of Inser- 
tion of a Solid Body: Solid Body of 
Known Dimensions, Current Distri- 
bution in a Block, Body of Unknown 



Dimensions— Current-Density in the 
Human Body: Influence of Depth 
of Water, current Density in Body— 
Construciion ot the Bath: Material 
of Bath-Tub, Importance of Insula- 
tion, Dimensions of the Bath-Tub— 
Monopolar and Dipolar Baths: Di- 
polar Bath, Monopolar Bath, Differ- 
ence Between Monopolar and 
Dipolar Baths, Paddle Electrode, 
Other Electrodes, Stationary and 
Movable Electrodes- Electric Cur- 
rents Used and Their Regulation: 
Direct and Alternating Currents, 
Measuring Instruments, Current 
From Lighting Circuits, Current 
From Induction-Coils, Current from 
Alternators. 
Units. 

Fundamental Units. 

Unit of Length, Unit of Mass, Unit of 
Time, Absolute or C. G. S. Units, 
Derived Units, Electrostatic Units, 
Magnetic Units, Electromagnetic 
Units— Practical Units: Index 
Figures, Unit of Current, Unit of 
Electromotive Force, Unit of Resist- 
ance, Unit of Quantity, Unit of 
Capacity, Unit of I'ower, Ratio of 
the Electrostatic to the Electro- 
magnetic Units. 



TECHNIQUE AND PHYSIOLOGY OF STATIC CURRENTS. 

Introduction . 

Rational Tendencies, Function of 
Static Currents, Therapeutic Prop- 
erties of Static Electricity. 
Self-Treatment. 
The Wimshurst Static Machine. 

Construction of the Wimshurst Ma- 
chine, Deficiencies of the Wimshurst 
Machine. 
The Holtz Induction-Machine. 

Varieties of Holtz Inducti on-Machi nes, 
How to Keep the Plates Dry, How to 
Ground the Poles and Electroues, 
Essential Points, The Platform, 
Method of Conducting Current, How 
to Distinguish Polarity, How to 
Charge the Holtz Machme, How to 
Discharee the Holtz Machine, Re- 
versed Polarity, How to Correct It. 
Platform Methods. 

Character of Static Treatment, Ac- 
cumulation. 
Simple Positive Electrification. 

Method of Procedure, Character of 
Simple Positive Electrification, Ad- 
vantages. 
Simple Negative Electrification. 

Character of the Treatment. 
Potential Alternation. 

Essential Features, Interrupting the 
Current. 
Local Methods. 

Function, Kinds. 
The Positive Static Breeze. 

Method of Precedure, Nature of Posi- 
tive Breeze. 
The Negative Static Breeze. 

Method of Procedure, Nature of Nega- 
tive Breeze, Points to Be Noted. 
The Static Spray, Positive and Nega- 
tive. 
Character of the Static Spray. 



The Static Spark, Positive and Nega- 
tive. 
The Percussive Spark, The Frictional 
Spark, Precautions to Be Taken, 
FunctiO'i of the Spark, Muscular 
Effect of the Spark, Frictional 
Sparks. 
Static Cage. 

Principles of Operation, Method of 
Using static Cage. 
Maspage-Roller Application. 
Mode of Operation. 
I^eyden Jar Currents. 

Comparison With Coil-Battery Cur- 
rents. 
Useful Hints. 
Physiology. 

Static Electricity a Regulator of Func- 
tions, Action of Static Electricity, 
Calming Influence of Static Elec- 
tricity, Report on "Standard Elec- 
trostaiic or Influence Machines," 
Chief Physical Property of Static 
Electricity, Its Kinetic Nature, 
Molecular Disturbance Produced, 
Nature of the Frictional Spark, 
Counter-Irritation, Modification of 
Functions. 
Dosage. 

Regulation of Dosage, Direct Metallic 

Conduction, Use of Leyden Jars, 

Mild Application of Spray, Essentials 

of Static Dosage. 

Application of Static Electricity in 

DiSEASK. 

Limitations, Practical Uses of Static 
Electricity, High-Potential Currents. 
Duration and Frequency of Treat- 
ment. 
Conclusion. 

Action and Effect of Methods, Frank- 
linic Interrupted Current, The 
Spark-Gap, W. J. Morton's Treat- 
ment, Methods Pursued, Alternating 
Electromotive Forces Produced. 



PHYSIOLOGY OF DIRECT CURRENTS. 



Introduction. 

Scope of Subject, Herman's Proposi- 
tions. 
Pliyslology of Nervous System. 

Motor Nerves, Irritability, Electrot- 
onus, Anelectrotonus, Cateiectrot- 
onus, Nerve Stimulation, Pfluger's 
Laws. 
Motor-Nerve Reaction. 

Motor Nerve of Man , Test for Electrical 
Reaction, Normal Polar Formula. 
Faradic Current. 

Characteristics, Action of Faradic 
Current. 
Sensory Nerves. 

Reactions, Test for Reaction of Sen- 
sory Nerve, Distribution of a Sensory- 
Nerve. 
Optic Nerve. 
Auditory Nerve. 

Test for Reactions, Importance of 
Auditory-Nerve Reactions. 
Gustatory Nerve. 
Olfactory Nerve. 

Stimulating the Olfactory Nerve. 
Percutaneous Applications to Head. 
Spinal Cord. 
The Muscles. 

Striated Muscles, Non-Striated 
Muscles. 
Eleetrodiagrnosls. 

Method of Procedure. 
Muscle Reactions. 

Quantitative and Qualitative Changes. 
Reaction of Degeneration. 

Nature of Reaction, Its Importance, 
Partial Reaction of Degeneration, 
Facial Paralysis, Prognosis of Ner- 
vous Diseases, Disappearance of 
Excitability, Female Pelvic Diseases, 
Motor Points, Head and Neck, 
Anterior Surface of Trunk, Flexor 
Surface of Forearm, Extensor Sur- 
face of Forearm, Posterior or Exten- 
sor Surface of Left Arm, Anterior 
Surface of Left Arm, Anterior Sur- 



face of Thigh, Posterior Surface of 
Thigh, Outtr Surface of Leg, Inner 
Surface of Leg. 

Constant currents. 
Properties. 

Magnetism. 

Experiments by Peterson and Ken- 
nelly, Experiment by Prof. W. J. 
Herdman, Firbt Series of Experi- 
ments, Effects Produced, Second 
Series. 

Electrolysis. 

Nature of Electrolysis, Electrolysis 
Distinguished From Calvanocauter- 
ization, Amount of Chemical Action 
Equal in All Parts of a Circuit, 
Chemical Decomposition, Electrol- 
ysis of Animal Tissue, Changes 
About the Anode, The Interpolar 
Region, Action of the Anode, 
Action of the Cathode, Polar Proper- 
ties of Galvanic Current, Mechanical 
Action of Hydrogen. 

Cataphoresis. 

Electrical Osmosis. 

Galvanococain Anesthesia. 

Method of Application, Guaiacol 
Solutions. 

Cataphoresis in Dentistry. 

History, Medicaments and Electrodes, 
Anesthetizing Sensitive Dentin, 
Anesthetizing the Gums, Steriliza- 
tion of Dentin, Bleaching by Cata- 
phoresis, Method of Proceduie. 

Metallic Electrolysis. 

Soluble Electrodes, Electric Diffusion 
of Metallic Salts, Use of Bulbs, 
Special Electrodes. 

Medicamental Diffusion. 

Inteistitial Electrolysis, Experiments 
on Eggs, Electrolysis in Uterine 
Diseases, Metallic Electrolysis 
Applied to Uterine Mucosa, Differ- 
ent Metals Used as Electrodes, 
Advantages of Metallic Electrol- 
ysis. 



PHYSIOLOGY OF ALTERNATING CURRENTS AND 
HYDRO-ELECTRIC METHODS. 



Faradic Currents. 

Essential Factors. 

Comparison of the Three Currents, 
Interrupted Induced Current, Cells 
Used in Primary Circuit, The Pri- 
mary Coil, The Vibrator, High- 
Tension Faradic Battery. 
Sedative Properties. 

The Eagleman Battery Improved by 
Doctor Goelet, Monell's High- 
Tension Induction-Apparatus, Sec- 
ondary-Current Controller, Qualify- 
ing Conditions, Interruptions of 
Induced Currents, Geif-sler's Tube- 
Test for Unevenness of Interrup- 
tions, Determining the Length and 
Sectional Area of Wire Used in Any 
Coil. Geissler's Tube-Test for High 
E. M. F. 
Coil-Currents. 

Polarity of the Induced Current, 
Effects of Fine and Coarse Coils, 
Action of Slowly Interrupted Cur- 
rent, Action of Rhythmic and Con- 
tinuous Currents, Effects Produced 
bv Slow and Rapid Interruptions, 
Use of Coarse-Wire Coil, Use of Fine- 
Wire Coil, Sedative Properties of 
Rapidly Interrupted Current, Fa- 



tiguing Quality of Current, Retarda- 
tion of Nutrition, Action ou Muscles, 
Vasomotor Effects of Current, Ver- 
micular Action, Pelvic Effects of 
Currents, Uterine Treatment, Mas- 
sage Effects, Summary. 
Periodic Induced Currents. 

Periodic Induced Currents in Gynecol- 
ogy, Stimulating Property of Peri- 
odic Induced Current.-^, Stimulating 
Property of the Alternating Current, 
Stimulating Property of the Static 
Induced Current, Comparison of 
Currents From Coarse and Fine 
Coils, Effects Produced by Coil- 
Currents, Capillary Circulation 
Stimulated by Alternating Cur- 
rents, Lymphatic Circulation Stimu- 
lated by Alternatinsr Currents, Seda- 
tive Effects of Alternating Currents, 
Rate of Interruptions Governed by 
Desired Effects, Frequency of Appli- 
cations, Therapeutic Use of Coil-Cur- 
rents in Female Pelvic Diseases. 
Measuring- Instruments. 

Coil-Current Measuring-Instruments, 
A Scaled Rheostat to Measure 
Faradic Dosage, Experiments With 
Doctor Monell's Scaled Rheostat, 



231 



Doctor Monell's Claims for His 
Rheostat. 
Hydro-Electric Methods. 

Electric Baths. 

Localization, Insulation, Monopolar 
and Dipolar Baths, Function of the 
Rheostat, Available Current, Tem- 
perature, Current-Density. 
The Electric Douche. 

Method of Procedure, Water as an 
Agency, Hot-Air and Vapor Bath, 
Summary of Hydro- Electric Meth- 
ods. Treatment of Cavities, Treat- 
ment of the Rectal Mucosa, Interior 
of the Bladder. 
Physiological. Effect of Electric 
Baths. 
The Water-Bath, Electric Baths, Gout, 
Rheumatism, Etc. ; Rickets, Anemia 
and Chlorosis, Demedication, Medi- 
cated Solutions, Symmetrical Alter- 
nating Current, Summary. 
General Faradization. 

Essential Procedure, Object, Rhythmic 
Faradic Stimulus, Important Con- 
siderations. 
Technique of Electrical Application. 
Application to the Head, To the 
Cranium, Cervical Region, Cilio- 
spinal Center, The Spine, Genito- 
spinal Center, Thoracic Region, 



Abdomen, Lower Extremities, Up- 
per Extremities, The Hand as an 
Electrode, An Average Application, 
Time Element. 

Results of General Faradization. 

Primary Effects, Secondary Effects, 
Results Secured, Insomnia, Electrol- 
ysis and Chemical Action, "Modus 
Medendi " of General Faradization, 
Organic Lesions, Permanency of 
Cure. 

Central Galvanization. 

Mode of Procedure, Difficulty in 
Technique, Current - Regulations, 
Manipulation of Electrodes, Action 
on Cervical Sympathetic. 

Results of Central Galvanization. 
Action of Central Galvanization, Dif- 
ference Between Local Galvaniza- 
tion and Central Galvanization, In- 
dications for General Faradization, 
Indications for Central Galvaniza- 
tion, Central Galvanization and 
General Faradization, Current-Di 
rection in Central Galvanization. 

Galvanofaradization. 

Origin and Value, Indications for 
Galvanofaradization, Choice of Cur- 
rents, Refreshing Power of Direct 
Current, Experiment of Doctor 
Poore. 



THE X-RAYS. 



Introduction . 

Preliminary Investigations. 

Static Discharges, Appearance of Dis- 
charges, Color of Discharges, Brush- 
Discharge, Effect on Discharges of 
Rarefied Gas, Effect of Imperfect 
Vacuum, Strise, Crookes Tubes, 
Experiment With Crookes Tube, 
Crookes' s Explanation, The " Bom- 
bardment" Theory, Lenard's In- 
vestigations. 
Nature and Manifestation of X-Rays. 
Roentgen's Discovery, Origin of 
X-Rays, Anticathode, Bartelli's Ex- 
periments, Focus-Tubes, Standard 
X-Ray Tube. 

Action of a Focus-Tube. 

Variation in Action, Nature of Action. 
Explanation of Change of Vacuum, 
Reducing the Vacuum, Crookes's 
Method, Other Methods of Reducing 
Vacuum, Action of Focus-Tubes, 
Overheating the Tube, Length of 
Tubes, Advantage of Several Tubes, 
Comparison of Sparks. 

Source of Electric Energy. 

Static Machines. 

Method of Operating Focus-Tubes 



With Static Machines, CrookesTubes 
With Static Machines, Convective- 
Current Method, Interrupted-Cur- 
rent Method, OscilJatiug-Current 
Method, How to Test a Static Tube, 
How to Raise a Low Vacuum, 
Changes in Vacuum, Advantages 
of Static Machine, Disadvantages of 
Coils. 

Induction-Coils. 

Operation, The Con tact-Breaker, 
Starting the Coil, Increasing the 
E. M. F., Constructive Details, Char- 
acter of Current in Secondary. 

Tesla Coils. 

Construction and Operation, Use of 
Tesla Coils, Means for Observing the 
X-Rays, Substances Used, Fluoro- 
scope. Advantage of Fluoroscope. 

Radiographs. Sciagraphs, and Photo- 
graphs of Screen and Images. 
Arrangement of Tube and Plate. The 
Image, To Obtain Well-Defined 
Images, Outlining the Internal Or- 
gans, Photographing Bony Struc- 
tures, Photographing Muscles, Dif- 
ference Between Fast and Slow 
Plates, Use of Fluorescent Screen, 
Development of Plates. 



THERAPEUTICS OF STATIC ELECTRICITY. 



Constitutional Diseases. 

Diabetes Mellitus. 
Treatment. 
Diabetes Insipidus. 
Gout. 

Treatment. 

Muscular Rheumatism. 
Acute Rheumatism. 
Chronic Articular Rheumatism. 
Gonorrheal Arthritis. 
Arthritis Deformans. 
Obesity. 
Special Infectious Diseases. 
Typhoid Fever. 
Malarial Fevers. 



Measles. 
Scarlet Fever. 
Diphtheria. 

Influenza, or the Grippe. 
Dysentery. 
Syphilis. 
Diseases of tlie Respiratory Organs. 
Acute Fluent Coryza. 
Hay- Fever. 

Chronic Laryngitis and Pharyngitis. 
Trachea. 
Bronchitis. 
Pleurisy, Pneumonia. 
Asthma. 
Pulmonary Tuberculosis. 



232 



Diseases of ttie Heart and Blood- 
vessels. 
Diseases of the Blood and Blood- 

Makliii^ Orgfans. 
Diseases of the Thyroid Gland, 
Diseases of the Eye and Ear. 
Diseases of the Digestive System. 

Nervous Dyspepsia. 

Gastralgia. 

Anorexia Nervosa. 

Cholera Infantum. 

Cholera Morbus. 

Constipation. 

Nervous Affections of the Bowels. 
Diseases of the Liver. 
Diseases of the Xervons System. 

Epilepsy. 

Paralysis Agitans. 

Spasmodic ^VRYNECK. 

Spinal Sclerotic Degenerations. 

Chronic Myelitis. 

Multiple Sclerosis. 

Spinal Sclerosis. 

Progressive Muscular Atrophy. 

Apoplexy. 

Anterior Poliomyelitis. 



Insanity. 

Curable Neuroses Directly Amenable 
to Static Electricity. 

Hysteria. 

Chorea. 

Spinal Irritation. 

Neurasthenia. 

Headache. 

Megrim. 

Insomnia. 

Sciatica. 

Neuralgia. 

Writers' Cramp, Etc. 
Special Paralytic Lesions. 

Paralysi^ as a Symptom. 

Injuries of Peripheral Nerves, Causing 
Paralysis. 

Lead Paralysis. 

Neuritis. 
Diseases of the Kidney and Genito- 
urinary Organs. 

Chronic Cystitis. 

Neuroses of the Bladder. 

Impotence and Spermatorrhea. 
Diseases of Women. 
Diseases of the Skin. 



THERAPEUTIC USES OF ELECTRICITY IN 
GYNECOLOGY. 



Apparatus and Currents. 

Gynecological Electrodes. 

External Electrode. 

Carbon-Ball Electrode. 

Negative Dilating Electrode. 

Electrodes for Metallic Electrolysis. 

Rectal and Vaginal Unipolar Elec- 
trode. 

Bipolar Vaginal Electrode. 

Bipolar Intra-Uterine Electrode. 

Clinical Uterine Irrigator and Elec- 
trode. 
Uses of the Different Currents. 

The Galvanic (Constant) Current. 

Interrupted, or Periodic Induced, 
Currents. 
Technique of Gynecological 
Methods. 

Vagino-Cervical Applications. 

Vagino-Abdominal Applications. 

Vagino Sacral and Lumbar Applica- 
tions. 

utero-abdolnnnal applications. 

UTERO-SaCRAL AND LUMBAR APPLICA- 
TIONS. 

Lumbo-Hypogastric Applications. 
Recto-Abdominal Applications. 
Bipolar Vaginal Applications. 
Bipolar Intra-Uterine Applications. 
Disorders of Menstruation. 
Amenorrhea. 
Causes and Treatment. 
Dysmenorrhea. 



Causes and Treatment. 

Menorrhagia and Metrorrhagia. 

Treatment. 
Diseases of the Uterus. 

Endometritis. 

Classification. 

Catarrhal Endometritis. 

Septic Endometritis. 

Gonorrheal Endometritis. 

Senile Endometritis. 

Metritis. 

Subinvolution. 

Uterine Displacements. 

Prolapse of the Uterus. 

Fibroid Tumors of the Uterus. 
Diseases of Uterine Appendages. 

Salpingitis. 

Catarrhal Salpingitis. 

Acute Catarrhal Salpingitis. 

Chronic Catarrhal Salpingitis. 

Interstitial, or Parenchymatous, Sal- 
pingitis. 

Septic, or Suppurative, Salpingitis. 

Ovaritis. 

Ovarian Neuralgia. 
Sequelee of Salpingitis. 

Hydrosalpinx. 

Pyosalpinx. 

Hematosalpinx. 

Post-Inflammatory Pelvic Exudations. 
Hematoma and Hematocele. 
Ectopic Gestation. 
Sterility. 



ELECTRICITY IN GENITO-U Rl NARY DISEASES. 



Introduction . 

Genital and Urinary Symptoms. 
Stricture of the Uretjjra. 

Varieties. 

Organic. 

Location. 

Size. 

Form. 

Number. 

Lesion. 

Diagnosis. 

Methods of Treatment. 

Gradual Dilatation. 

DiVULSION. 

Urethrotomy. 
Electrolysis. 



Temporary Stricture From Gout and 
Rheumatism, 

Electrolysis. 

Armamentarium. 

Modus Operandi. 

Causes of P'ailures. 
Female Urethra. 

Endoscope. 

Carcinoma. 
Gleet. 

Hydro-Galvanism. 

Urethrotome. 

Meatus. 
Bladder. 

Vesical Calculus. 

Cystitis. 



Papilloma. 

Tumors. 

Hematuria. 

Fistula. 

Incontinence. 

Paralysis. 

Hypertrophy. 

Dilatation. 
Ureters. 
Testicle. 

HY'DROCELE. 

Orchitis. 

EPIDIDY'MITIS. 



Impotence, 
Spermatorrhea. 
Prostate. 

Prostatitis. 
Abscess. 

Prostatorrhea. 
Hypertrophy of Prostate. 
Electrolysis. 
BoTTiNi's Operation. 
Galvanocautery Sound. 
Freudenberg's Modification. 
Newman's Modification of Freuden- 
berg's BOTTINI. 



ELECTRICITY IN 



DISEASES 
SYSTEM 



OF THE NERVOUS 



Introduction. 

General Pathol ogry. 

Defects of Development. 
Nutritive Disorders. 
Disorders of Circulation. 
Inflammations. 
Athophy and Degeneration. 
Tuberculosis and Syphilis. 
Tumors. 
Trauma. 

Functional Disorders. 
General Therapeutics. 
Hygiene. 
Diet. 
Climate. 

Hydrotheraphy. 
Muscular Fxercise. 
Enforced Re>t. 
psy^chi 'therapeutics. 

SURlilCAL MEASURES. 

Medicati N. 
General Electrotherapeutics. 

Ac HON OF Electricity. 
The Direct Current. 
The Induced Current. 
High Tension and High Frequency'. 
Static Charge and Currents. 
Magnetic Fields and alternating 
Magnetic Stress. 



Other Therapeutic Uses of Electric- 
ity. 
Disea>*es of the Spinal Cord. 

Defects of Development. 

Nutritive Disordkrs. 

Disorders op circulation. 

Inflammations. 

Atrophy and Degeneration. 

tuberculctsis and syphilis. 

Functional Di.-orders. 
Diseases of the Peripheral INerves. 

Deformities and Malformations. 

Nutritive and Functional Disorders. 

Disorders of Circulation. 

Neuritis. 

Atrophies and Degeneration. 

Tuberculosis and Syphilis. 

Tumors of Nerves. 

Trauma. 
Diseases of the Brain. 

Deformities and Malformations. 

Disorders of Nutrition. 
General Klectrotherapeutic Tech- 
nique. 

Technique of the Direct Current 
Electrodes. 

Reaction of Degeneration. 

Techniquk of the Induction Coil. 

Sensory' Stimulation. 

Muscle Stimulation. 



ELECTROLYSIS IN SURGERY. 



In trod u c tlon . 

Phoresis. 

Anaphoresis. 

Cataphoresis. 

Metallic Electrolysis. 
Necessary Apparatus and General 
Technique. 

Needles. 

Nekdle Holders. 
Duration of Operation. 

Frkquency of Operation. 
Cosmetic Application of Electroly- 
sis. 

Hypertrichiosis, Port Wine Marks, 
Moles, and Other Facial Blemishes. 

Etiology. 

Prognosis. 

Technique of Operation. 



Stricture of Mucous Canals. 

Lachrymal Duct. 

Eustachian Tube. 

Esophagus, 

Rectum 

Urethra. 

Technique of Operation and Duration 
AND Frequency of applications. 
Aneurism. 

Cirsoid Aneurism. 

Varicose Veins. 

Etiology. Pathology. 

Techniqie of Klectrolytic Treatment. 
Tumors, Malignant and Benigrn. 

Electrolysis in Benign Tumors. 

Electroly'sis in Malignant Tumors, 
Specific Indications, Specific 
Technique. 



ELECTRICITY IN DENTISTRY. 



Introduction . 

PRE.SENT Status of Electricity in Den- 
tistry'. 
Physiological Properties of Electric 
Currents Applied to the Pathology- 
op Dental Surgery. 
Armamentarium and Technique ox 
Electrical Applications in Dentis- 
try. 



Actions and Indications of Currents 

Employed in Dentistry. 
Electkoues Used in De.ntistry. 
Construction and Use of Electrodes. 
Cataphoresis in Dentistry. 
Electricity as a Source of Light, 

Heat, and P..aver iv Dental Work. 

ELECTROLY'SIS AND THE DevTAL SURGKON. 

Electrolytic Operations in Office 
Work. 



ELECTRICITY IN DISEASES OF THE EYE, EAR, 

NOSE, AND THROAT. 

Introduction. Diseases of the Ear. 

Physiological Actions op the Differ- f,''^!''''J'''J'f ^^^, Jechnique. 

ENT FUKMS OF ELECTRIC ENERGY AP- ^^i^^'.^P £ ™ . .?^- „,, xt 

PLIED TO THE COMMON PATHOLOGICAL g^f ^?^! °^ I"^ ^Vf'T^''^ ^^''^'^• 

CONDITIONS OF EyE, EAR, NOSE, AND - S^r^"''!^! Z l^^ S/,?^^^x,^^''-rr 

Throat Diseases of the Eustachian Tube. 

^, l,^^ ^ Diseases of the Auditory Canal. 

Diseases of tlie Eye. Diseases of the Nose and Throat. 

Conjunctivitis. Tumors of the Nose and Throat. 

Trachoma. Technique of Operation in Tumors 

Asthenopia. of the Nose and Throat. 

Cataract. Electrodes Used. 

Glaucoma. Hypertrophic Rhinitis. 

Iritis. . Ozoena. 

Optic Atrophy. Diagnosis. 

Retino-Choroiditis. Pathology. 

Electrical Applications. Methods op Applying Electricity in 

Duration Of. Diseases of the Nose and Throat. 

Frequency Of. Elect i-ical Applications. 

Current Strength. Duration Of. 

Care Required in Electrical Applica- Frequency Of. 

TIONS in OPTHAI.MIC AFFECTIONS. CURRENT STRENGTH. 

Methods of applying the Different Neuroses and Their Treatment by 

Forms of Electric Energy. Electricity. 



ELECTRICITY AND THE MEDICAL PROFESSION. 

Does the surgeon, physician, or dentist realize how much a 
working knowledge of electricity is essential, even at the present 
hour, to successful practice in any branch of profes- 
Knowledge sional service that he undertakes to render? 

Is Power. Is it not true that almost daily some brother 

practitioner who is well informed as to the science 

and art of electricity in its relation to physiology and therapy is 

able to do something for the benefit of his patient that the uninformed 

cannot do ? 

If this is the case now, in the very infancy of our adaptation of the 
mechanical and scientific knowledge of electricity to our daily needs, 
how much more will it be true in the near future, in view of the 
rapidity with which electricity is replacing other forms of energy in 
rendering us service. 

The physician is daily confronted with questions pertaining to his 

professional work that require more than a superficial knowledge of 

electric physics to ansv/er to the satisfaction of those 

Electrical interested. A man accidentally comes in contact loith 

Injuries. a live wire carrying a high-voltage current. He is picked 

up dead or seriously injured. What hurt him? 

What is the nature of the injury? If he still lives, how should he 

be treated? Perhaps these questions acquire a medico-legal bearing, 

and the doctor is expected to answer them intelligently upon the 

witness stand. 



Electrkution has been adopted in three of our most populous states 
as a means for carrying out the death-sentence. Other states are now 
considering the advisabiUty of adopting it. Should not every physi- 
cian know in what respect death induced by this means differs from 
the legal methods hitherto employed, and be able to give reasons for 
his opinion as to whether such death is instantaneous, painless, or 
humane ? 

Sanitation in our cities, villages, homes, camps, and hospitals is a 
question of the first importance. The medical profession is naturally 
looked to for advice in the selection of means and 
Electric guidance as to the best methods for obtaining 

Sanitation, effective sanitation. Electricity has claims as a disin- 
fectant, as a deodorizer, as a bactericide. It readily 
resolves salt v/ater into substances that are destructive to the offensive 
and dangerous emanations from sewerage, of¥al, and excreta. It is a 
convenient source for the generation of an abundance of ozone, an 
active oxidizer. It is already being used as a means for purifying the 
water-supply of cities, villages, and private dwellings, and for rendering 
refuse innocuous. Should not the physician know how electricity 
acts in effecting these results, and the value of that action as compared 
with other means that might be employed for the same purpose? 

Wires conveying electric currents of every variety of direction, 

quantity, and pressure, line our thoroughfares, pass over and about 

our homes, invade our offices and workshops, and 

Magnetic pass beneath the pavements of our streets. Sur- 

Effects. rounding every wire that conveys an electric current 

is established a magnetic fields the strength and 

influence of which is proportionate to the strength and nature of the 

electric current that gives it birth. The magnetic lines of force thus 

created afiect in some manner every particle of matter in their 

vicinity, be this in soil, living plant, animal, or human being. This 

action is at times beneficial; again, it may be hurtful to plant and 

animal life. Is it not of some importance to the physician that he 

inform himself as to the relationship between magnetic stress and 

physiological action, since in the progress of electrical industries both 

he and his patients are certain to become more and 

Electric more environed by local magnetic stresses? 

Power. Electricity is the ' ' up-to-date ' ' source of power. 

It runs the ventilating fan, the surgeon's drill, the 

dentist's mallet, the physician's mechanical vibrator and exerciser. 

The electric car and the electric automobile have come to stay, and 



the latter especially will soon be the physician's faithful servant. 
But at present the motorman or the telegraph messenger boy is 
better informed than the average physician in all that pertains to 
the transformation of electric energy into mechanical movement. 

Electricity is the most convenient source for obtaining light for 

illuminating the operating room and the field of operation. The 

electric lamp is superior in illuminating power, and 

Electric can be brought with safety into the presence of 

Light. explosive anesthetics. It can be fashioned in any 

shape and size, and used to illumine the passages 

and cavities of the body so as to aid in diagnosis, operation, or 

treatment. It furnishes the actinic rays that are found to have a 

therapeutic efficiency peculiarly their own. 

Electricity is a most convenient source for obtaining heat. The 
electric cautery has a wider range of usefulness than any other form 
of cautery. It can be made in any size and shape. It can be 
carried into a cavity cold, and instantaneously heated and main- 
tained at any desired temperature when in contact 
Electric with the part to be cauterized. It can be as suddenly 

Cautery, cooled for withdrawal. Thus it is well adapted for 
treating the nose, the throat, the larynx, the bladder, 
the urethra, the vaginal and uterine canals — parts of the body that 
were not accessible to the old forms of cautery. 

Electrohemostatic forceps are now in successful use, dispensing with 
the ligature in abdominal and other major operations where severed 
blood-vessels need* to be closed. Electrotherms are displacing the hot 
poultice and the hot-water bottle in our hospitals and homes, where 
the patient requires the application of artificial heat for a longer or 
shorter time. 

Electricity is the source of Roentgen or X-rays, by means of which 

our surgical and medical diagnosis is being so greatly perfected. 

Every physician and surgeon should be skilled in 

Roentgen this method of diagnosis, and have a working 

Rays. knowledge of the appliances that make it possible. 

The Roentgen rays possess a therapeutic value of 

their own. They likewise cause harmful effects, the nature of which 

must be known in order that they may be avoided. 

But none of the foregoing applications of electricity, serviceable 
and even essential as they are to successful surgical and medical 
practice, come within the realm of therapeutics proper. 

Electricity is now known to have a very intimate relation to the 



life-processes in animals and plants. Its physical actions are insepar- 
able from their physiological functions. It is present in all their 
manifestations, both normal and abnormal. Physio- 
Correlated logical action and electric action are interchangeable. 
Forces. They are correlated as forces. Electric force is trans- 
formed into physiological force and physiological 
force gives origin to electric force. 

The development of Electrotherapeutics is but the recognition of 
this correlation of electricity with the life processes in the animal 
body, the study of the laws that govern this relationship, and the 
cultivation of the art of handling and adapting the various modes of 
electric action so as to check and remove morbid tissue-action and 
restore the normal state. Electrobiology and electrophysiology are, 
as will be observed, necessarily preliminary to exact therapeutics. 

Much exact knowledge of electrobiology and electrophysiology 

is already extant. This the physician and surgeon should be 

acquainted with before he attempts to practice electrotherapeutics. 

Electricity is employed in therapeutics in a great variety of 

modalities. These differ in amount of current, in direction of 

current, in density, voltage, frequency of impulses, 

Electric and in many other ways. Each modalit}^ is found to 

Currents, have its physiological equivalent. Each modality 

has certain peculiarities, which give it a special fitness 

for counteracting morbid states or tendencies in the body. 

The direct current is electrolytic and phoretic in its action, stimu- 
lating or soothing, according to the polarity used. 

Induced currents from the induction-coil differ in their effects 
according as they are derived from the primary or secondary coil, or 
are rapid or slow in their impulses, but they chiefly influence sensory 
or motor nerves and contractile tissue. 

The sinusoidal currents are especially fitted for inducing muscular 
contractions with the minimum of sensory disturbance. 

The high-tension, high-frequency currents are powerful excitants to 
nutritive action, increasing the oxidation of tissues, promoting 
elimination, quickening metabolism, but producing 
Static little effect upon nerve and muscle as such. 

Machines. The static machine furnishes a wide range of phys- 

iological and therapeutic effects, because of the great 
variety of electric modalities that are obtained from it. It is likewise 
the most convenient generator of currents suitable for the production 
of Roentgen rays. 



The alternating magnetic fields stimulate and aid the physiological 
forces and are helpful in correcting faulty nutrition. 

This wealth of therapeutic resource that electricity offers is 
available only when the physician or surgeon is practically familiar 
with the action of these various electric modalities upon the animal 
organism. When the attempt is made to use any one of them by 
a person unskilled in this working knowledge, harm 
Dangers of instead of good results to the patient. For, as it is 

Ignorance, with other remedies, the capacity of electricity to 
injure when misused is proportionate to its capacity 
to benefit when used intelligently and with skill. 

There is no branch of the practice of medicine or surgery in which 
the therapeutic value of electricity in some form is not daily 
demonstrated. It has its place in every specialty. 

It destroys abnormal growths. 

It controls hemorrhage. 

It removes abnormal exudates. 

It tones up weakened muscle. 

It restores nerve-action. 

It assists in the better performance of all defective nutritive 
processes. 

These are conditions that enter into the diseases of every part 
of the organism. Should not an agent that can render such service 
in correcting them be at the command of every medical practitioner 
who undertakes to relieve the afflicted? 



ADVANTAGES OF THE COURSE. 

Medical questions are no longer settled by an appeal to authorities. 
There is a manifest decrease in the influence exerted by an individual 
author, no matter how wide his reputation; and there is more than 
a corresponding increase in self-dependence and the capacity for obser- 
vation in the rank and file of the medical profession. "We light the 
torch in the student's hand: he must explore for himself the laby- 
rinths of science." With reasonable diligence on the 
Methods part of the student, he can keep the torch burning. 

Compared. A knowledge of electricity and of its action on 

human tissues or organs, healthy and diseased, is 
more quickly acquired by the laboratory method, but experience in 
teaching thousands of students warrants us in affirming that this 
same knowledge can be acquired by the student through the method 

239 



of correspondence instruction. The surgeon, physician, or dentist, 
is not required to travel perhaps thousands of miles, at great expense, 
in order to gain a laboratory knowledge of electrotherapeutics. This 
knowledge may perhaps be acquired in less time by the laboratory 
method, but the same object will be attained by mastering our Instruc- 
tion Papers, viz: an accurate working knowledge of 
Preliminary electricity and its action upon the human system. 
Instruction. Further, it is well known that a large majority of 

physicians, equipped with electrotherapeutic appa- 
ratus, are deficient in an exact knowledge of the principles of electro- 
physics. Such knowledge is absolutely necessary to the successful 
application of electricity in the treatment of disease, as well as to the 
intelligent observation of its results. In our Instruction Papers, the 
medical and surgical apparatus employed in applying electricity to 
the human organism, as well as the technique of the most modern 
methods of application, are so fully described and illustrated that 
any careful student can obtain a practical knowledge of them. 
These Papers inculcate the simple truth that, in order to become a 
competent electrotherapeutist, the student must be familiar with the 
principles of electrophysics. 

An electrotherapeutic clinic as conducted today presupposes a 
knowledge of electrophysics. In this branch of electrical science, 
the average student has no special training when he 
Electro= begins his work, and, therefore, the knowledge he 

physics, gains in the clinical teaching of electrotherapeutics 
is of little value to him. Without an accurate knowl- 
edge of electrophysics he must work in the dark, blindly following 
instructions he does not understand. He can never take the initiative 
and apply electricity in a scientific manner until he familiarizes him- 
self with electrophysics — the groundwork of electrotherapeutics. 
Logically, there can be but one scientific basis of electrotherapeutics, 
and that is the physics of electricity. For this reason four Instruction 
Papers are devoted to electrophysics. In these Papers, all the facts 
and principles of galvanic, faradic, and static cur- 
EIectro= rents are given fully, clearly, and concisely. 

physiology. When this subject is thoroughly mastered, the 

student is prepared to begin the study of Electro- 
physiology. Four Instruction Papers are also devoted to this 
important branch of Electrotherapeutics, and the physiological action 
of the static, direct, and induced currents is minutely examined and 
fully and clearly described. The methods of self-treatment with 

240 



static currents are illustrated in these Papers, and the methods of 
self-treatment in employing direct and induced currents are described 
in detail; for we are fully convinced that the physician should be 
thoroughly familiar with the various effects produced by these cur- 
rents on his own body before he applies them to his patient. 

When the student has mastered these Papers, he is sure of his 
methods and has reached a point in his electrotherapeutic education 
where he can use electricity in a scientific manner in 
Self= the treatment of disease. He employs the coil-cur- 

Treatment. rent, or any other, in a certain disease, not because 
some one has recommended it in that disease, but 
because he understands the pathological condition to be treated, and 
from the analogies of electrophysics understands and applies the 
physiological actions of the current. The student will find in the 
Paper on Static Technique and Static Physiology that the methods of 
self-treatment and every static method are so fully and clearly illus- 
trated and described that he can readily make, for therapeutic pur- 
poses, all necessary connections between the static machine and the 
patient. Moreover, he may familiarize himself with the sensations 
of treatment by sparks, positive or negative, long and percussive, or 
short frictional; and with the breeze, spray, or any form of applica- 
tion within the therapeutic range of static currents. 

The Paper on Electrostatics thoroughly informs the student on 
every detail of electrical laws governing the working of the static 
machine. He learns how to use an agent that he can control and 
regulate at his will. To him the static machine is no longer six, 
eight, or more glass plates, together with brushes, rods, combs, and 
other mechanical contrivances, enclosed in a glass case; it is a thor- 
oughly familiar, well-understood, mechanical combination that he 
can use for therapeutic purposes with the same facility and precision 
as any other agent known to the pharmacopoeia. 

In the Paper on the Physiology of Direct and Induced Currents, 
the effects produced by these currents on muscular tissue, nerve- 
tissue, and protoplasm are presented logically and in 
Effects on proper sequence. The method of employing these 

Muscles, currents in self-treatment is illustrated and described, 
making it easy for the student to become dexterous 
in manipulating them, and also to educate himself on the nature 
of the effects produced by the currents upon different parts of 
the body. Such self-treatment will fix in his mind the sensations 
produced by an electrode placed over a sensory nerve, a motor nerve, 

241 



or over a mixed nerve. He will be able to explore and determine on 
his own body the different motor points, also those parts of the body 
most sensitive to electric currents, and, therefore, to be approached 
with care. 

This Course gives to the student a thorough and comprehensive 
knowledge of the phenomena and laws of electric currents. It also 
describes and illustrates the modern and most im- 
Summary. proved methods of applying electricity as a thera- 
peutic agent, and further teaches the best methods 
of. self-treatment, so that the student will quickly feel confident of 
his ability to apply electricity to his patients, his confidence being 




Section of' the Laboratory of the School of Electrotherapeutics. 

based on a thorough knowledge of electrophysics and electrophysi- 
ology, and electrotherapeutic technique. 

With a proper electrical outfit in the student's possession, the 
Correspondence School of Electrotherapeutics gives him all the 
advantages of a laboratory or purely clinical course of instruction, 
added to a thorough knowledge of the fundamental principles of the 
science of the subject. 

242 



NIRSES' ELECTRICAL COIRSE. 

Electricity in its history exhibits all the characteristics of every 
valuable remedial agent. During the century and a half of its use it 
has had its tides of ebb and flood, its enthusiastic friends and con- 
scientious enemies; but it enjoys today more extended appreciation and 
more general use than at any epoch of its history. 
Increasing The majority of physicians today, whether they wish 
Use of it or not, are obliged to know electricity, either to 
Electricity, counsel its use or apply it. From this general use of 
electricity by physicians, surgeons, and dentists, the 
corollary follows that it is a necessity for nurses to possess a concise 
knowledge of the properties of the electric currents used in medicine, 
and the de^'ices by which these currents are generated and applied to 
the human body. The nurse can execute in the most precise man- 
ner the directions of the physician as to drug medication, hydro- 
therapy, diet, and the making of pulse and temperature records, 
because she possesses the knowledge necessary to do 
Nurses flust so. Should the physician, however, require her aid 
Understand It. in making an electrical application, or give her direc- 
tions concerning the electrical apjDhcation, she will 
certainly not be quahfied to give him aid or execute his directions, if 
she has had no training in electrophysics and electrojDhysiology. 

Among the clientele of the busy practitioner, as well as in hospitals 
and sanitariums, the nurse will frequently find agreeable and remu- 
nerative employment, if she possesses the required knowledge of the 
properties of the electric currents and the devices by 
, A Valuable which they are generated and apjolied. Our Course 
Qualification, for nurses will supply them with this knowledge, 
either while they are studying to become nurses, or 
after they have graduated from their training school. The knowledge 
imparted in the Nurses' Electrical Course will increase the efficiency 
^and earning capacity of any nurse, and will enable her to render 
appreciated services to the physician whose directions she is following. 



•243 



ELECTROTHERAPEITICS COIRSE SOLD ON TWO 

PLANS. 

Plan I. — Scholarship Including Bound Volumes. 

One of the leading features of The International System is the use 
of specially prepared and illustrated Instruction Papers. The simplic- 
ity and completeness of our Papers is such that they are recognized 
as the most valuable texts that can be obtained on the subjects they 
treat. Realizing their value to the student, and the desirability of 
preserving them for reference, the Schools have reprinted them on 
special paper, and bound them into handsome half-leather volumes. 
Under this plan, the student receives the regular Instruction and 
Question Papers in pamphlet form as he proceeds with his studies. 
His work is examined and corrected, and he is also furnished with 
the Bound Volumes for use as works of reference as soon as he enrolls. 
These become his property w^hen his Scholarship is paid in full. 

If you desire to enroll under this plan and enter upon the 
complete work of the Course, you will fill out and sign a Contract for 
Scholarship that will be furnished you on application. 
This contract entitles you to instruction in all the subjects 
embraced in the Course until you receive the Diploma. 



Plan II. — Bound Volumes Sold With Option on Scholarship, 

As a rule, we do not sell our Bound Volumes separate 
from the Courses of instruction, but as some physicians 
may doubt the therapeutic value of electricity or the com- 
pleteness of our instruction, or the reliability of our 
Institution, and therefore hesitate to enroll for the full 
Scholarship, we have decided to make a departure from 
our rules, and sell the Bound Volumes of the Electro- 
therapeutics Course to physicians for one-half the price 
of the full Scholarship. We are satisfied that after becom- 
VoLUMEi. ^^g familiar with the contents of the Volumes and the 
methods of the Schools, many will want the instruction. For this 
reason we will issue to every physician purchasing a set of these 
Bound Volumes an agreement to enroll him for the full Course 
of Instruction any time he may elect to pay the remaining half of 
the price of the Scholarship. In these Bound Volumes the student 
has a permanent reference library on Electrotherapeutics, complete 
in itself, and constituting the most modern and valuable treatise on 



this important branch of medicine and surgery in print. They 
are bound in black half Russia, with gold lettering on red leather. 
All the valuable insert plates used in the Instruction Papers are 
here included, on enameled book paper. In the back of each 
volume are the Question Papers 
for the preceding Instruction 
Papers, and a complete cross- 
index. If you purchase the 
Bound Volumes on the cash 
plan, the books will be shipped 
to your address on receipt of 
your remittance, and you will 
be furnished with the Scholar- 
ship agreement mentioned . In 
case you purchase the Bound 
Volumes on the installment 
plan, you wall sign a contract by which the title of the Bound 
Volumes remains in the Company until you have paid the price 
agreed upon. In this case, you wdll also be furnished with the 
Scholarship agreement. 




Volume III. 



CONTENTS OF BOUND VOLUMES. 

Volume I. — Direct Currents, Magnetism and Electromagnetism, Electro- 
statics, Essential Ax)paratus. Volume II. — Technique and Physiology of Static 
Currents, Physiology of Direct Currents, Physiology of Alternating Currents and 
Hydro-Electric Methods, Roentgen Pays. Volume III. — Therapeutics of Static 
Electricity, Therapeutic Uses of Electricity in Gynecology. Volume IV. — 
Therapeutic Uses of Electricity in Diseases of the Genito-Urinary System, 
Therapeutic Uses of Electricity in Diseases of the Nervous System. Volume V. 
Electrolysis in Surgery, Electricity in Dentistry, Electricity in Diseases of the 
Eye, Ear, Xose, and Throat. 

Note. — Volumes IV and V are still in preparation and will be delivered as soon as finished. 



NIRSES' ELECTRICAL COIRSE. 

This Course includes instruction in Arithmetic, and all the sub- 
jects contained in Volumes I and II of the Electrotherapeutics Course. 
These two volumes are also included in the price of the Scholarshi]:*, 
but are not sold without the instruction. The student is allowed to 
omit the regular Avork in Arithmetic, if she can pass our examination 
in this subject. This Paper is not included in the Bound Volumes, 
but is furnished in pamphlet form for studying. 

245 



Sample Page — Technique and Physiology of Static Currents. 

44 TECHNIQUE AND PHYSIOLOGY §5 

72. Practical Uses of Static Electricity. — What, then, 
are the practical every-day uses of static electricity? 

1. It gives tone and nutrition to sluggish, wasted, or 
atrophied muscles. 

2. It regulates nerve action, either as a sedative or as a 
stimulant. 

3. Reflex pains, no matter how produced, are relieved 
or cured. 

4. As a sedative and stimulating tonic it may be beneficially 
employed in many debilitated conditions, such as malaria, ner- 
vous exhaustion, prebacillary stage of tuberculosis, and in 
cases of simple anemia. After all major operations, and in con- 
valescence from all diseases, static electricity is an invaluable 
therapeutic agent. In a physician's office it will illuminate a 
Crookes tube more brilliantly than any other means of electric 
excitation. In this way, fractures, dislocations, and various 
diseases of the bony framework may be continuously and scien- 
tifically studied. An osseous tumor, in its evolution, may 
be thus watched from week to week, and its increase of 
growth noted. 

5. Muscular pains of rheumatic or traumatic origin, no 
matter where situated, are readily treated and quickly relieved. 
Thus, sparking or friction will speedily relieve recent lumbago 
or any other form of muscular rheumatism. 

6. The different local methods — spark, spray, or breeze — have 
different local action, according to the conditions present and the 
manipulations of the physician. 

73. High-Potential Currents. — Beyond these local 
effects the ever-present and valuable effects of high-potential 
high-frequency currents must not be forgotten. Metabolism of 
tissue is increased by every static treatment from 20 to 40 per 
cent. The amount of uric acid excreted is diminished, and the 
amount of carbonic acid, water, and urea increased. This 
amounts to saying that the demand created in the tissues for 
oxygen increases the oxidizing processes of the body from 20 to 
40 per cent. The perturbatory action of the thick percussive 

246 





W 


HSiS^ 


^fek. 




K IW 

%J^ 






"^mM 


p- L . .^^J'^SS^ 


^^^mam 


\ s^m 


m^^ 


Bh '' -.• 1^ .' tv 




VWW Ml] 

--my H 


Tf^ 


, ^'■^Wfe 


^&^ 


• 


1 








247 



THE FIELD OF CHEMISTRY. 

The Value of Chemical Knowledge. 

Chemistry treats of the composition of matter, and should form a part of 
the education of every well-informed man or woman. Every breath we draw, 
every morsel of food we eat, every drop of liquid we drink,' undergoes chemi- 
cal action for the maintenance of our existence. Our bodies are cleaned by 
the chemical action of soap and water, and warmed by the oxidation of com- 
bustibles. We are in daily contact with chemistry, and should understand it. 

As a profession, chemistry offers the energetic worker unlimited field for 
original research and the achievement of fame and fortune. Chemical 
opportunities along sure and practical lines are growing. Almost every 
modern mining and manufacturing industry involving raw products employs 
chemists. As a single example, hundreds of chemists are engaged in the 
manufacture of dry plates, films, sensitive papers, and other photographic 
materials. There is a general demand for competent chemists. For instance, 
the beet-sugar industry, recently developed in this country upon a large scale, 
is growing so fast that men with only a superficial knowledge of chemistry 
and beet sugar making are now holding lucrative positions. As soon as they 
can be obtained, competent chemists will replace these men. 

Manufacturers and employes in many lines, mining men, scientific agri- 
culturalists, physicians, and others, not wishing to become professional 
chemists, can produce much better results, and add largely to their earning 
power, if they understand chemistry. 

Drug Clerk Becomes a Chemist. 

Like most young men of moderate means, I started in life to earn 
my living by clerking, and my lot was cast in a drug store. Before I 
enrolled in the Chemistry Course, I made several attempts to educate 
myself, but Mvith little success. Now, thanks to the wonderfully clear 
instruction of The International Correspondence Schools, I have 
mastered chemistry to a degree that my highest ambitions had never 
pictured. Soon after taking up my Course I was offered the position of 
chemist in charge of the laboratory of E, E. Bruce & Co., wholesale 
druggists, at a good salary, which has since been increased 45 per cent. 
I earnestly recommend the Schools to every struggling young man. 
H. Beaufobd Molyneaux, 1805 Mason St., Omaha, Neb. 

Our Course Easy, Complete, and Up=to=Date. 

Any person of average intelligence can become a professional chemist by 
our method. If he does not understand any of the subjects of the Course, it 
is our business to teach what he wants to know or has never previously 
studied. Requiring of the student only a knowledge of reading and writing 
as a basis, we equip him as a chemist, training him as well as he could be 
trained in a residence school or college. 

In order to meet the requirements of the mail student, every effort has 
been made to simplify the instruction and avoid the use of complicated appa- 
ratus and expensive materials. The Instruction Papers are complete in 
themselves, and contain clear, concise, and systematic instruction in the 
principles of chemistry, and careful directions for experimental and analyt- 
ical work. 

A student in the School of Chemistry, almost at the beginning of his or 
her work, can obtain a seif-supportii \- position in an analytical chemist's 
office, a chemical factory, a sugar refi lery, a steel-works laboratory, or any 
one of the places where chemistry plays an important part in the work of 
the establishment; by combining education with experience until he receives 
our Diploma, he graduates a competent chemist. Thus he can become a 
specialist with a ready market for his skill, able to do high-class work, and 
command a specialist's price for it. Our student earns while he learns. 

By no other method can a student fit himself for a responsible position 
with such a small expenditure of time and money. 




HOW TO BECOME A CHEMIST. 



Salaried Positions for Learners. 

In manufacturing establishments where professional chemists are 
employed, the chief usually must have assistants. It is a very easy matter 
for any employe in such an establishment to take our Course, and secure a 
position as assistant chemist; persevering study, practice in analysis, and 
intelligent observation will soon qualify him as a specialist, and he will have 
little difficulty in securing a responsible position as chief chemist. 

In the agricultural, army, naval, ordnance, and customs departments of 
the U. S. Government are many good positions for chemists. There are other 
lucrative positions in the civil service, which our students can fill. 

Many women, compelled to be self-supporting, wonder what they can do 
to get out of the rut of poverty. With purpose and application to study, 
they can become chemists, for this is a profession open to women as well as 
men. By taking our Course, and entering a chemist's laboratory at the start 
in the capacity of caretaker of apparatus, any woman can support herself, 
and fr">m that time forth advance, until her position is as secure as those of 
her professional brothers. 

Clerk Barns While He Learns. 

It seems to me that in the Schools no one with ordinary intelli- 
gence and reasonable ambition can fail. What especially strikes me is 
the thoroughness of instruction, and the clearness of every explanation. 
I most heartily endorse the system, and thank you for your uniform 
courtesy. I am] occupied as a clerk, and am studying the Chemistry 
Course with you under considerable difficulties, having only odd minutes 
for study at noon, on the street cars, etc. ; but I have already been able to 
render some chemical determinations after working hours that have 
yielded me good financial returns, and when I have finished my Course 
I expect more substantial benefits. 

W. H. Klusmann, 25U W. Pico Street, Los Angeles, Cal. 




Securing a Start in Office Practice. 

A large number of professional chemists work only in their own labora- 
tories, and solicit public patronage like other professional men. 

Our student can, if he desires, easily enter upon the profitable practice 
of the profession in this manner. Almost at the beginning of his Course, he 
should secure a position as assistant to a practicing chemist; upon finishing 
the Course he will be thoroughly educated as a chemist, experienced, able to 
command custom, and competent to open an office of his own. 

By following this plan, our student may enter upon the independent 
practice of his profession as soon as he has completed his Course. In starting, 
he can establish a reputation for special ability, and draw much profitable 
custom his way, by making analyses of drinking water for private families 
that use water from wells or springs; or by analyzing boiler waters for engi- 
neers, mill owners, etc. Almost any one will pay liberally for an accurate 
analysis that includes a recipe for neutralizing the impurities in drinking water 
or boiler water. The average physician is glad to know of a scholar able to 
make a chemical analysis, and will assist him with his patronage. 

Tried Textbooks for Ten Years. 

Previous to enrolling in the Chemistry Course of The International 
Correspondence Schools, I had for over ten years been trying in "odd 
moments" to gain more knowledge of chemistry from textbooks, but 
something was lacking, as I made little progress in comparison with 
what I desired. I have found the Schools' instruction orderly, clear, 
and concise. I am employed as chemist with the Hammer Dry Plate 
Company, of this city. My salary has been recently increased, and I am 
jXDsitive that there will be another good increase after I get further 
along in my Chemistry Course; so my newly acquired knowledge is 
of practical value. 

F. W. Pratt, S239 California Ave., St. Louis, Mo. 
l>49 




HOW TO BECOME A CHEMIST. 



Druggists, Metal Prospectors, Physicians, Etc. 

Druggists have exceptional opportunities to profit by a knowledge of 
chemistry, and are well situated to gain this knowledge through our Course. 
The average pharmacist has at hand nearly all the chemicals and apparatus 
required for the completion of our Course, and for making professional 
analyses. A druggist, who is also a chemist, can increase his profits by the 
manufacture of medicinal and toilet preparations, or analyses of water, 
milk, or food stuffs for Boards of Health, analyses of dyes, boiler compounds, 
lubricators, flavoring extracts, etc., and physicians' analyses. 

This Course affords a practical method by which a metal prospector can 
fill out his knowledge, so that instead of being able to work in only one line 
of metals, he may recognize and carry out determinations for any mineral 
element or compound that is liable to be met with in the course of his 
business. For the same reason it will be of great value to the assayer. 

Physicians, food inspectors, and medical students, find that careful, 
technical knowledge of the science of chemistry, as we teach it, pays. There 
are many ways by which a student may turn the knowledge he is in process 
of acquiring into an increasingly valuable source of income. 

Technical Education a Sure Staff. 

Some time ago the Complete Chemistry Course was brought to my 
notice, and I saw that here was a chance whereby I could continue at 
work in my profession and at the same time add to my knowledge.of the 
science. Finding upon inquiry that the standing of the Schools was of 
the very best, I enrolled as a student with them. I already see what 
study in connection with my work means for me. I have been informed 
by my chief that I am to be promoted; with the promotion there will be 
a corresponding increase in salary. This advancement comes without 
my having asked it. Anyone havingneitherthe time nor money to go to 
college, can find what he wants in the School of Chemistry. 

T. Howard Betteridge, Court, Elyria, Ohio. 




Bookkeepers, Clerks, Salesmen. 

Clerks, salesmen, and others who desire to become chemists, by our 
Course can qualify for remunerative positions. The student should first enroll 
in the Course and study evenings, or in spare time, while pursuing his 
regular occupation. He is trained in his home laboratory for actual profes- 
sional work. His determinations are reviewed and corrected with the utmost 
care by his instructor. Thus he gains exceptional proficiency. 

After completing the subject of Inorganic Chemistry, the student is 
qualified to enter a professional chemist's laboratory as assistant. 

Qualitative Analysis fits the student to undertake any qualitative investi- 
gation in chemistry; having completed this portion of the instruction, he is 
able to command a much better salary than when he began work in the 
laboratory, and is qualified to make independent qualitative analyses. 

Students who complete Quantitative Analysis are equipped to follow out 
any special lines of analytical and applied chemistry, and obtain remunerative 
employment as analytical chemists, or as chief chemists in industrial lines. 

Position and Salary Advanced. 

I was employed in the Graton & Knight Mfg. Co.'s tannery as a- 
leather currier, and, as the modern tanner must be something of a 
chemist, I enrolled in the Chemistry Course. I have been greatly bene- 
fited by it, considering the short time I have been enrolled. Since 
studying in The International Correspondence Schools, I have been 
placed in a more responsible position and receive a corresponding 
increase in salary. I have frequent occasion to use my knowledge 
of chemistry, and expect to advance still further in the future. From 
the workingman's standpoint, I consider the Course equal to, or superior 
to, a regular college course. 

P. H. Wight, 86 Penn Ave., Worcester, Mass. 
250 




OPPORTINITIES FOR CHEMICAL STUDENTS. 

Analytical Chemistry. 

The gray-haired alchemist no longer seeks a recipe for changing the base 
metals into gold; instead, the modern analytical chemist separates substances 
into their elements, and finds out just what these elements are. Vast inter- 
ests often depend upon the absolute accuracy of his work. In medicine, 
science, and the arts, he leads the way to new fields and new processes, makes 
old methods more practical and valuable, and often finds profitable uses for 
what was valueless before. 

Analytical chemistry is a fascinating study, and not a difficult one. 
There is no field in which a man or woman has more opportunities to turn 
brains into money. 

It is necessary for manufacturers in many lines to know the exact compo- 
sition of raw materials that are to be used in making their products. Analyt- 
ical chemistry forms a basis for testing ores, for extracting the metals from 
these ores, and for making them useful in commerce and the arts. Boards 
of Health employ analysts to determine sanitary conditions. Physicians 
often need chemical analyses in diagnosing or prescribing. The federal 
government, the state, and the city each has its expert analysts. 

This is one of the most profitable fields in chemistry. Work is interesting, 
plenty, and w^ell paid. By the mail system of instruction, we can thoroughly 
qualify the student as an analytical chemist while he is earning a livelihood. 

Manufacturing Chemist Endorses Our System. 

My early education was limited, as sickness prevented my attendance at school. I have 
been interested in applied chemistry for twenty-one years, having been in business for myself 
since I came of age. I have been very successful in experimental work, but, owing to my lack 
of systematic knowledge, have been obliged to go a long way around to get a short distance. 
As we are in business as manufacturing chemists, and it is necessary for me to be on the road 
most of the time, I have very little chance for study, but I enrolled in the Complete Chemistry 
Course especially for the mathematics as applied to chemistry, and the Bound Volumes. The 
School of Chemistry is a great thing for those who, like myself, did not have the advantage of 
schooling in their teens. F. A. Howakd, 

Howard & Keith, Manufacturing Chemists, 251,. Moniello St., Brockton, Mass. 

rianufacturing Chemistry. 

A very large proportion of all the processes employed in the arts and 
manufactures fall within the range of applied chemistry. Fifty years ago, a 
man might know almost all of the practical applications of chemistry to the 
affairs of life. Now he may regard himself as fairly well posted if he knows 
those relating to a single branch. 

It forms a basis for the manufacture of fertilizers, sugar, starch, butter, 
cheese, oleomargarine, matches, gunpowder, fireworks, glycerine, nitro- 
glycerine, dynamite, celluloid, soap, candles, baking powder, soda, sulphuric 
acid, and other chemicals; glass, pottery, aniline and alizarine dye-stuffs, 
paints, varnishes, illuminating gas, paraffin, naphtha, ammonia, benzine, 
artificial ice, charcoal, creosote, leather, photographic materials, paper, rubber, 
iron, steel, etc. Over three billion dollars worth of these products are manu- 
factured each year in the United States. The modern aim is towards shorter, 
easier, and cheaper processes. Improvements are admittedly possible in the 
manufacture of the most common substances. 

In manufacturing chemistry, the object is to find how elements may be 
combined or raw products converted to form useful compounds. Applied 
chemistry is thus simply the reverse of analytical chemistry; instead of sepa- 
rating substances, we put them together. Yet every manufacturing chemist 
must be a good analyst, for unless he knows what enters into the composition 
of a substance, he will not be able to understand the recipes for making it. 

In all of the above, and in many other lines of industry, there is a demand 
for competent chemists. Our Course is intended to qualify students of all 
classes to fill these positions. 



BOIND VOLUMES OF INSTRUCTION PAPERS. 

Realizing the great value of the Instruction and Question Papers of the 
Chemistry Course as permanent works of reference, the Schools have 
reprinted them on special paper, and bound them into handsome half-leather 
volumes. The Bound Volumes form a duplicate set of all the Instruction and 
Question Papers, Plates, Tables, and Keys, sent out from time to time, for 
study during the Course. In addition to these pamphlets, every student that 
is enrolled in the Chemistry Course is provided with the Chemistry Bound 
Volumes, complete. These are furnished him by The Colliery Engineer Com- 
pany as soon as he enrolls, if he pays cash in advance for his Course; if he 
pays in installments, they are sent him as soon as he has made his second 
installment payment. So long as the student lives up to his contract, the 
Bound Volumes cannot be taken from him. 

Beginning with the first principles of arithmetic, leading through the 
entire theory of modern chemistry, and being illustrated with drawings of 




m 



Bou>'D Volumes of the co^rLETE chemistry Course 




apparatus and experiments, and finely colored spectroscopic plates, the 
Bound Volumes of the Complete Chemistry Course constitute an unequaled 
reference library. 

No chemist attempts to carry in his head all the knowledge he may be 
called upon to use in the laboratory; the Bound Volumes, therefore, are of 
particular value to him in his work. They occupy little space. All the tried 
and proven facts, tables, formulas, and processes of his profession are here con- 
veniently presented in one orderly, systematic whole. They are so arranged 
that one can find the paragraph treating on any point in an instant. Being 
durably bound, and printed on tough, superior paper, they are peculiarly 
fitted to withstand frequent usage. 

The following three pages contain a description of the contents of the 
Bound Volumes of this Course. 



BOUND VOLIMES OF INSTRICTION PAPERS. 



Complete Chemistry Course. 

Volume I includes the Instruction and Question Papers on Arithmetic^ 
Elementary Algebra and Trigonometric Functions^ Physics, and Theoretical Chem- 
istry. This volume treats of the important facts that form the groundwork for 
all branches of chemical investigation, stating them clearly, concisely, and 
completely. Illustrations and diagrams are used wherever they will make the 
meaning of the text easier to understand. In Arithmetic the instruction begins 
at the beginning; the examples do not relate to purely theoretical subjects, 
but are practical ones, thoroughly preparing the student to make the arithmet- 
ical calculations likely to be required of him in actual work as a chemist. 
Elementary Algebra and Trigonometric Functions teaches how to use algebraic 
letters and symbols and trigonometric processes in making chemical calcula- 
tions. By constant references to every-day facts, these subjects are made easy 
and interesting, as well as useful, to the student. Physics, being the corner- 
stone of natural science, is a fundamental part of the chemist's equipment. 
The instruction, which treats of matter as solids, liquids, and gases, and of the 
phenomena of sound, light, heat, and electricity, gives the student an intelli- 
gent grasp of physical principles. In Theoretical Chemistry the meanings of the 
terms used in chemistry are first explained; the 
molecular theory of the composition of bodies is 
next made clear; the student then learns how 
chemical actions take place; after being thus 
grounded he learns how to make chemical 
experiments and calculations; finally the forms 
of various crystals are so illustrated and described 
as to make different substances recognizable by 
their crystalline structure. 

Volume II includes the four Instruction 
Papers on Inorganic Chemistry, with their accom- 
panying Question Papers. This volume treats of 
the chemistry of the non-metals, or metalloids, 
the metals, and their compounds. By itself 
it forms a complete library of reference on 
the chemistry of the inorganic substances. Each 
substance is treated in a chapter by itself; by 
turning to that chapter, the chemist or student 
will find all the information he could obtain anywhere, on the chemistry of 
that substance. In each chapter, the history, the occurrence, and the char- 
acteristic reactions of the substance discussed are taken up in regular order, as 
well as its relations to other substances, the methods by which it can be 
obtained, and its chemical applications to commerce and the useful arts. This 
instruction forms a very valuable part of the Course, because it qualifies the 
student to obtain a position of responsibility in a chemical laboratory. Any 
student that is familiar with inorganic chemistry, and keeps the Bound 
Volumes of the complete Course handy for reference when undertaking 
unfamiliar work, can successfully apply for and satisfactorily fill a position 
as assistant chemist. 

253 




The Volume of Answers to 
Questions. 



BOIND VOLIMES OF INSTRICTION PAPERS. 

Volume III includes the two Instruction Papers on Qualitative Analysis, 
with, their accompanying Question Papers. This vohmie forms a complete 
treatise on methods of finding out just what elements aio present or absent in 
any chemical compound or mixture of compounds. The use and care of the 
apparatus necessary for work in qualitative analysis are first shown. One by 
one, experiments with single metals are described; the properties of each 
metal and its deportment with different reagents are so shown as to enable the 
student to recognize that metal in any solution containing it. Acids, the more 
common alkalies, and the rare elements are next taken up in a similar way. 
Thus far, the student is enabled to recognize, by experiments, the ingredients 
of any compound when in solution. Methods for making qualitative analyses 
of substances not in solution are now shown. The spectroscope, its handling, 
and its use in analysis, are then described. Spectroscopic methods of analysis 
are carefully treated, the use of the spectroscope for recognizing the elements 
of a compound, as well as single elements, being thoroughly explained. Fine 





The Volume on Qualitative Analysis, Showing Colored Chart, 
Scale of Urine Tints." 



Vogel's 



spectroscopic diagrams, expensively printed on heavy, enameled plate paper, in 
black and colored inks, are here inserted in this volume; these represent with 
scientific accuracy the spectroscopic tints and proportions that characterize the 
different elements. Methods of qualitative analysis for water, ores, pigments, 
fertilizers, and common poisons are finally described. The instruction enables 
the student to make qualitative analyses in an analytical chemist's laboratory. 
Volume IV includes the four Instruction Papers on Organic Chemistry, with 
their accompanying Question Papers. This volume treats clearly, concisely, 
and completely, of the chemistry of the carbon compounds. Though few 
•elements are concerned in organic chemistry, these combine in many different 
ways to form a great variety of compounds. All organic substances contain 
carbon; most of them are animal or vegetable in character, but a few, having 
nothing to do with any form of life, belong to the mineral kingdom. For this 
reason, organic chemistry is nowadays best defined as the science of the car- 
bon compounds. In order to simplify the subject, the fundamental principles 

2.>4 



BOIND VOLIMES OF INSTRICTION PAPERS. 

■are first made clear. To render the formulas easy of understanding, these 
are expressed not only mathematically, but also by diagrams. Methods of 
analysis of organic compounds are then discussed. In regular order the 
common hydrocarbons, alcohols, aldehydes, ethers, etc., are taken up. Hav- 
ing set forth the chemistry of all the organo-mineral compounds, instruction 
proceeds to the chemistry of living tissues and their products. Full, practical, 
and orderly information is given concerning the most important products of 
animal and vegetable life. The applications of all branches of organic chem- 
istry to the arts, especially the uses of artificial coloring matter in dyeing and 
calico printing, receive careful treatment. Thus the student is thoroughlj'- 
prepared to follow any line of organic investigation, theoretical or applied. 

Volume V includes the four Instruction Papers on Quantitative Analysis, 
with their accompanying Question Papers. This volume includes all the 
Instruction and Question Papers treating on quantitative analysis. Quanti- 
tative differs from qualitative analysis, in that, in qualitative analysis the only 
object is to determine what elements are present or absent in a substance, 
while in quantitative analysis the object is to determine the exact proportions 
in which different elements or their combinations are present in a chemical 
compound. This volume is the most practical and concise work on this 
subject extant. Processes, including experiments, are first described for 
substances of which the ingredients are known, and later are applied to sub- 
stances of unknown composition. The experiments used are those that have 
a wide range of usefulness in all quantitative researches. Processes that cover 
determinations for every substance known to commerce are fully and clearly 
explained. The principal methods of gravimetric and volumetric analysis are 
carefully considered, while the use and care of the apparatus employed receive 
full attention. As examples of experiments, methods of quantitative analyses 
for mineral ores, alloys, water, urine, gas, coal, iron, steel, foodstuffs, dyes, 
fertilizers, and many other common substances, are described and illustrated. 
Each subject is fully explained, as in the preceding volumes, and thorough 
practice is afforded in the use of the knowledge gained. The information is of 
that character sought by the manufacturing, as well as the analytical, chemist. 

Volume VI contains the Ariswers to Questions. This volume is of great 
value as a book of reference. Answers to all the questions in the Question 
Papers of the Course are here systematically arranged. 

Those that have received these Bound Volumes are enthusiastic in their 
praise. We give below a specimen testimonial out of many hundreds in our 
possession. 

Fully Worth the Price of the Scholarship. 

Cable Address " Huntley Batavia." A. B. C. Code Used. 
Byron E. Huntley, Fres't. L. D. Collins, Sec'y. 

E. W. Atwater, Vice-Pres't and Treas. G. A. Farrall, Sup't. 

THE JOHNSTON HARVESTER CO. 
European Ofl&ce, 

13 Rue de I'Aqueduc, Paris. Batavia, August 10th, 1900. 

The International Correspondence Schools. 

Dear Sirs;— Have just received the Bound Volumes of the Complete Chemistry Course, and 
do not hesitate to say that they are far beyond my expectations. They are fully worth to me 
the price of the scholarship. I shall never hesitate to recommend any Course In your valuable 
Schools, and it gives me pleasure to testify to the thoroughness and ability with which subjects 
are treated. Yours very truly, 

J. S. SURDAM. 




A Student Expekimenting. 



Students are not required 



THE STIDENT'S LABORATORY. 

From time to time during his Course, the student receives from the Schools 
substances, eitlier solid or in solution, to be analyzed according to methods 
prescribed by the instructor 
ill charge of his work. For 
the work in Qualitative and 
Quantitative Analysis special 
apparatus and reagents will 
be necessary; in fact, while 
not absolutely essential, the 
student can make good use 
of them in his work in 
Theoretical Cl\emistry. 

The Schools will supply 
any student with his com- 
plete laboratory equipment 
at rates given below, express 
charges to be paid by the 
purchaser. Guided by his 

instructor, the student sets up his own laboratory 
to purchase their supplies through the Schools. 

The Qualitative Analysis Outfit. 

APPARATUS.— Bunsen burner with 3 ft. tubing; nest of beakers, Nos. 1-3; 3 flasks, 4- 
8-, and 16-oz.; ^-gal, wide-mouth bottle; J-lb. glass tubing; 4-oz. tubulated retort; 4-oz, plain 
receiver; 6 test tubes, b" X I"; stand; 2 porcelain dishes, 3|" and 4^"; mortar and pestle, 3^"; 
beehive shelf; iron retort stand, with 2 rings; clamp, small universal movement; iron tripod; 
iron triangle; 4" watch glass; 3" glass funnel; package of filters, 11 ctm. (J. H. Munktell, 
No. 0); pair of iron forceps; iron triangle with clay tubes; 4" shallow iron sand bath; b" bras& 
blowpipe with bulb; piece of charcoal; piece of platinum wire; 2 pieces wire gauze; 12 assorted 
corks; 2 ft. tV rubber tubing; 2 sheets red and blue litmus paper; piece of platinum foil, 
1" X 2'' X ttjW; 8-oz. Woulfe bottle, with 3 necks; 20-c. c. wrought-nickel crucible; 25-c. c. 
measuring cylinder; 5-c. c. graduated test tube; stirring rod; piece of blue glass; 20" Liebi^^ 
condenser; condenser support. 

REAGENTS (All Solutions According to Eresnius) .—2 oz. each of the follow- 
ing solutions: hydrodisodium phosphate, potassium ferrocyanide, ammonium oxalate, ammo- 
nium chloride, ammonium carbonate, ammonium sulphide, barium chloride, ferric chloride, 
silver nitrate, lead acetate, cobalt nitrate, acetic acid, potassium ferricyanide, potassium 
chromate, potassium iodide, ammonium molybdate, mercuric chloride, stannous chloride; 
1 oz. platinum chloride (5-per-cent. solution); 2 oz. each of the following: sodium hydrate 
(pure by alcohol) sticks, potassium cyanide (solid), ammonium sulphate, calcium chloride, 
(crystals), potassium nitrate, ammonium sulphocyanide, calcium sulphate, ferrous sulphate, 
tartaric acid (crystals), starch, alum, ammonium nitrate, arsenious oxide, copper sulphate, 
ferrous sulphide, magnesium chloride, oxalic acid (crystals), potassium chlorate, potassium 
dichromate, potassium sulphate, sodium bicarbonate, sodium nitrate, sodium sulphate, sul- 
phur, tin (granulated), potassium hydrate (pure by alcohol) sticks, potassium carbonate, 
borax; 1 oz. each of the following: ammonium acetate, barium hydrate, microcosmic salt, 
calcium chloride (crude), copper chloride, potassium nitrite; J oz. each of the following: 
quicklime, iodine, nickel chloride, phosphorus, sodium; 4 oz. each of the following: mag- 
nesium sulphate, sodium carbonate (dry), magnesium dioxide, aqua ammonia; 8 oz. each of 
the following: nitric acid (concentrated), hydrochloric acid (concentrated), zinc; 16 oz. sul- 
phuric acid (concentrated); ^ pt. alcohol (95 per cent.). 

PRICE, wlien purchased tlirougli tlie Schools, $31.00 CASH. 

The Quantitative Analysis Outfit. 

APPARATUS.— Balance, sensitive to -i^ grain (1 milligram) on polished mahogany 
box, with setscrew, to weigh 75 grams; set of weights, 50 g. to 1 m. m.; two 50-c. c. burettes 
with glass stop-cocks; two &' U tubes; one 5-c. c. pipette; one 1-c. c. pipette; thermometer 
graded to 200° C; dessicator, No. 6151; crucible. Royal Berlin, No. 0. 

REAGENTS (All C. P. In Bottles).— 1 oz. each of the following: potassium chlo- 
ride, potassium permanganate, potassium sulphocyanide; ammonium phosphate, ammonium^ 
sulphocyanide, calcium hydrate, barium carbonate, barium nitrate, ether, mercuric nitrate, 
mercurous nitrate, phosphoric acid, sodium hypochlorite, sodium thiosulphate, litmus (in 
cubes), methyl orange, phenol phthalein; ^ oz. silver nitrate (crystals). 

PRICE, when purchased through the Schools, $33.00 CASH. 

256 



SYNOPSES OF SIBJECTS. 



I 



ARITHMETIC. 



Addition. 

Subtr^tion. 

Multiplication. 

Division. 

Cancelation. 

Fractions. 



Decimals. 

Weisrlits and Measures. 

Involution. 

Evolution. 

Katio. 

Proportion. 



ELEMENTARY ALGEBRA AND TRIGONOMETRIC 
FUNCTIONS. 



Algebra. 

Use of Letters. 

Reading Algebraic Expressions. 

Positive and Negative Quantities. 

Addition and Subtraction. 

Symbols of Aggregation. 

Multiplication. 

Division. 



Factoring. 
Fractions. 
Equations. 

Trigonometric Functions. 

Definitions. 
Trigonometric Tables. 
Solution of Right Triangles. 



PHYSICS. 



Matter and Its Propei-ties. 

Gravitation. 
Specific Gravities. 
Heat. 

Nature of Heat. 

Expansion of Bodies by Heat. 

Heat Propagation. 

Heat Measurement. 

Latent Heat. 

Sources of Heat. 



Light . 

Propagation of Light. 

Reflection and Refraction. 

The Spectrum. 

Double Refraction and Polarization. 
Sound. 
Electricity. 

Electrostatics. 

Electrodynamics. 

Electromagnetism. 



THEORETICAL CHEMISTRY. 



LaTvs of Chemical Combination. 

Molecules and Atoms. 

Table of Atomicity: Atomic Weight, 
Valence; Table of Valence of Atoms: 
Symbols and Formulas. 
Chemical Elements. 

Table of Elements, Symbols, and 
Weights; Tab'e of Electrochemical 
Character of Elements. 
Compound Molecules. 



Chemical Calculations. 

Reactions. 

Table of Solubilities of Chemical Com- 
pounds. 
Stoichiometry. 

Pressure, Volume, and Temperature of 
Gases. 
Crystallography . 

Laboratory Directions and Practicai 
Hints. 



NORGANIC CHEMISTRY. 



Part 1. 
the Xon 



Metals or 



Chemistry of 
Metalloids. 

Hydrogen. 

Oxygen. 

Chlorine. 

The Halogen Group: Bromine, Iodine, 

AND Fluorine. 
Sulphur. 
Selenium. 
Telluriltm. 



Part 2. 



Nitrogen. 

Phosphorus. 

Arsenic. 

Carbon. 

Silicon. 

BOKON. 



Part 3. 
Chemistry of the Metals. 

Introductory. 

Table of Alloys. 

Metallic Compounds. 

The Alkali Metals. 

The Alkaline Earths. 

The Magnesium Group of Metals. 

The Aluminum Group of Metals. 

Part 4. 
The Chromium Group of Metals. 
The Bismuth Group of Metals. 
The Tin Group of Metals. 

Thallium. Gold. 

Copper. Rhodium. 

Silver. Osmium. 

Mercury. Ruthenium. 

Platinum.. Iridium. 

Palladium. 



SYNOPSES OF SIBJECTS. 



ORGANIC CHEMISTRY. 



Physical. 

Determination of Atomic Weights. 

Determination of Vapor Densities. 

Determination of Formula of a Com- 
pound. 

Nature of the Ultimate Particles of 
Matter. 

Kinetic Theory of Gases. 

ISODIMORPHOUS and ISOTRIMOKPHOUS 

Series. * 
Compounds in the Gaseous Condition. 
Dissociation. 

Formation of Compounds by Synthesis. 
Determination of the Specific Gravity 

OF Liquids. 
Solutions. 
Osmotic Pressure. 

Determination of Molecular Weight 
OF Non- Volatile Substances. 
Organic. 

Ultimate Organic Analysis. 

Determination of Oxygen.Etc, Deduc- 
tion of the Empirical Formula From 
the Percentage Composition, Deduc- 
tion of the Molecular Formula From 
the Empirical Formula, Determina- 
tion of the Molecular Formula of an 
Acid, Determination of the Molecu- 
lar Formula of an Organic Base, 
Rational Formula. 
Classification of Organic Compounds. 
Hydrocarbons. 
Saturated Hydrocarbons. 
Paraffin Series of Hydrocarbons. 

Fractional Distillation, Methane, 
Ethane, Propane, Butane, Pentane, 
Isomerides, Polymerides. 
Unsaturated Hydrocarbons. 
Olefine Series of Hydrocarbons. 

Ethylene, Propylene, Butylene, Amyl- 
ene. 
Acetylene Series of Hydrocarbons. 
Acetylene, Propine, Butine, Crotonyl- 
ene. 



Benzene Series op Hydrocarbons. 

Benzene, Constitution of Betizene, 
Homologues of Benzene, Toluene, 
Xylene, Mesitylene, tinnamene, 
Phenylacetylene, Dephenil, Diph- 
enylene, Triphenylmethane, Naph- 
thalene, Phenanthrene. 

Terrene Hydrocarbons. 

Oil of Turpentine, Terpenes, Pinene, 
Fenchene, Limonene, Sylvestrene, 
Terpene, Caoutchouc, "Vulcanite, 
Gutta Percha, Camphors, Cineol, 
Menthol. 

Balsams and Resins. 

Colaphany, Copal, Amber. 

Alcohols. 

Monohydric, Isomeric, Dyhydric, 
and Polyhvdric Alcohols.Glycerols, 
Etc. 

Aldehydes. 

ACIDS. 

Monobasic, Acetic, Acrylic, Benzoic 
Series, Stereo-Isomerism, Dibasic 
Acids, Polybasic Acids. 
Ketones. 
Ethers. 

Halogen Derivatives. 
Etheral Salts. 
Organo-Mineral Compounds. 
Ammonia Derivatives. 

Ammines, Amides, Amido-Acids, 
Diazo and Azo Compounds, Hydra- 
zines, Azo Imides. 
Cyanogen Compounds. 
Phenols, 
quinones. 

Triphenylmethane Dyestuffs. 
Carbohydrates. 
Glucosides. 

Vegetable Coloring Matter. 
Compounds Containing Nitrogen, Oxy- 
gen, OR Sulphur in the Ring Nucleus. 
Pyrol, Pyridien, Quinoline, Uric Acid 
and Its Derivatives, Alkaloids. 



QUALITATIVE ANALYSIS. 

(For experimental and analytical work in this subject, students require apparatus and 
reagents. For description see Qualitative Analysis Outfit, page 15.) 

as Carbonates by Ammonium Car- 
bonate With Ammonium Chloride. 
Group VI.— Magnesium. Group 
VII. — Ammonium, Potassium, and 
Sodium. 
Acids. 

Determination of Common Inorganic 
Acids. 
Hydrochloric, Hydrobromic, Hydri- 
odic. Sulphuric, Thiosulphuric, Sul- 
phurous, Hydrosulphurous, Nitric, 
Phosphoric, Carbonic, and Chromic 
Acids. 
Determination of Common Organic 
Acids. 
Hydrocyanic, Acetic, Tartaric, and 
Oxalic Acids. 
Determination of Less Common Inor- 
ganic Acids. 
Boric, Chloric, Hypochlorous, Hydro- 
fluoric, Silicic, Nitrous, Hydrosul- 
phocyanic, Hydroferrocyanic, Hy- 
droferricyanic', and Hydrofluosilicic 
Acids. 



Part 1, 
Introductory. 

Definitions and Descriptions, Appyara- 
tus Needed. 
Deportment of the Metals With Re- 
agents. 
Mercurous Compounds, Mercuric 
Compounds, Arsenious Compounds, 
Arsenic Solutions, Stannous Com- 
pounds, Stannic Compounds, Fer- 
rous Compounds, Ferric Solutions. 
Analysis of Mixed Solutions. 
Group Separations of Metals. 

Group I.— Metals Precipitated as 
Chlorides by Hydrochloric Acid. 
Group II.— Metals Left in Filtrate, 
Which are Precipitated as Sulphides 
by Hydrogen Sulphide. Group III.— 
Other Metals Precipitated as Hy- 
drates by Ammonium Hydrate With 
Ammonium Chloride. Group IV.— 
Other Metals Precipitated as Sul- 
phides by Ammonium Sulphide. 
Group v.— Other Metals Precipitated 



SYNOPSES OF SUBJECTS. 



QUALITATIVE AN ALYSIS.— Continued. 



Determination of Less Common Organic 
Acids. 
Citric, Malic, Formic, Salicylic, and 
Benzoic Acids. 
Systematic Examination of Solutions 
for Acids. 
Acids Precipitated by Barium Chlo- 
ride. Acids Precipitated by Silver 
Nitrate, Acids Precipitated by Lead 
Acetate, Special Tests for Acids. 

Part 2. 

Examination of Dry Substances. 

In the Closed Tube, On the Charcoal, 
In the Flames, In the Bead, On the 
Platinum Foil, With Sulphuric 
Acid, Solution of Solid Substances. 
The Rare Elements. 

Group I: Thallium, Tungsten. 

Group II: Division A— Palladium, Os- 
mium, Rhodium, Ruthenium. Divi- 



sion B— Gold, Platinum, Iridium, 
Molybdenum, Selenium, Tellurium. 
Groups III and IV: Titanium, Vana- 
dium, Uranium, Beryllium, Indium, 
Gallium. Zirconium, Cerium, 
Yttrium, Didymium, Thorium. 
Group VII: Lithium, Cffisium, Rubid- 
ium. 
The Spectroscope. 
Analysis of Water. 
Examination of IJrine. 
Common Inorganic Poisons. 

Arsenic, Phosphorus, Hydrocyanic 
Acid. 
The Alkaloids. 

Volatile Alkaloids. 
Non-Volatile Alkaloids. 

Group I: Morphine, Cocaine. 

Group II: Quinine, Cinchonine, Nar- 

00 tine. 
Group III: Strychnine, Brucine, Atro- 
pine. 



QUANTITATIVE ANALYISIS. 

(For expterimental and analytical work in this subject, students require apparatus and 
reagents. For description, see Quantitative Analysis Outfit, page 15.) 

Introductory . 

Gravimetric Analysis, Volumetric 
Analysis, Special Methods, Impor- 
tance and Scope of Quantitative 
Analysis, Preparation of the Sample 
for Analysis, Weighing, Use of Re- 
agents, Filtering, Recording Anal- 
ysis. 
Gravimetric Determination. 

Chlorine, Iron, Copper, Nickel, Lead, 
Silver, Magnesium, Manganese. Cal- 
cium. Barium, Aluminum, Chro- 
mium, Zinc, Arsenic, Antimony, 
Potassium, Ammonium, Sulphuric 
Acid, Phosphoric Acid. 
Volumetric Determination. 
Introductory. 

Standard Solutions, Measuring Ves- 
sels. 

ACIDIMETRY AND ALKALIMETRY. 

Indicators, Preparation of Solutions, 



Use of Normal Acid and Alkaline 
Solutions. 
Chlorine. 
Iron. 

The Permanganate Method, The Bi- 
chromate Method. 
Calcium. 

Volhard's Method for Chlorine, Bro- 
mine, Iodine, Silver, and Copper. 
Preparation of Solutions, Determina- 
tions. 
The Cyanide Method for Copper. 
Nitric Acid. 
The Complete Analysis of Com- 
pounds. 

Analysis of Alloys, Such as Brass, 
Bronze, Type Metal, Coins, Solders, 
Analysis of Minerals, Such as Lime- 
stone, Granite, Metal Ores. Analysis 
of Water, Gas, Urine, Milk, Butter, 
Soaps, Sugars, Fertilizers, and Com- 
mercial Products. 



George Herman Dimpfel, Ph. D., is Principal of the School of Chemistry. 
He is a graduate of the University of Leipsic, Germany, and also studied in the 
Universities of Strassburg and Heidelberg. Immediately after graduating he 
engaged in the manufacture of beet sugar, but a year later was recalled to 
Heidelberg, where he had been a student, this time to reenter the chemical 
laboratory there in the capacity of assistant instructor. Here, in the most 
renowned of European universities, he gained rare experience as a teacher. 
At length he was induced to go to Stuttgart to perfect new processes for the 
manufacture of aniline dyes and soda. From Stuttgart he went to France, 
entering the Paris laboratories of Pinaud & Son, manufacturers of perfumeries 
and toilet articles. He next moved to London, accepting the position of chief 
chemist with A. D. Katch & Sons, analytical chemists. His thorough scholar- 
ship, and wide experience here, at length secured for him a very broad 
reputation, and being made a tempting offer by one of the largest sugar refi- 
ning companies in America, he came to New York City, where he afterwards 
opened an office as consulting chemist. He entered the employ of The 
International Correspondence Schools, March 26, 1897. 



Sample Page of Instruction Paper. Theoretical Chemistry. 

§ 5 THEORETICAL CHEMISTRY. 85 

by the process of distillation, in which the steam is again 
condensed and collected. 

Experiment. — Take either an ordinary flask fitted with cork and 
delivery tube, or, preferably, a flask with side tube, as shown at A B, 
in Fig, 25. Half fill it with brine to which a few drops of coloring 
matter (ink will do nicely) have been added ; f.x it m the retort stand 
and, as shown, connect the tube B hy a. cork to a Liebig's condenser 
CD. The condenser consists of two glass tubes, one fitting inside the 
other; the steam passes through the inner one, and, as condensed, 
runs into the flask G, placed as a receiver. Through the outer tube a 
current of cold water is passed, which rapidly condenses the steam. 
The pipe E, conveying the water, is attached to the lower end of the 
condenser; by pipe 7^ the overflow water is led to a drain or into a pan 
or pail placed conveniently. After some water has collected in the 
receiver, taste it, and observe that it is perfectly free from salt and 
coloring matter. 

A simple, home-made apparatus is shown in Fig. 26. It 
consists of two flasks A and C and a piece of glass tubing" 
about 18 inches long, bent at one end and fitted through a 




Fig. 26. 



cork into flask A. To hasten condensation, a piece of wet 
cloth is tied round the glass tubing B and kept wet with cold 
water as long as the process of distillation lastSo 

262 



Sample Page of Instruction Paper. Qualitative Analysis. 

§ 11 QUALITATIVE ANALYSIS. 93 

in a dark room. If the substance contains free phosphorus, 
there will be seen a strong luminous ring that usually moves 
up and down near the 
point b where the steam 
enters the cooled part of 
the tube. Samples that 
contain only very small 
quantities of phosphorus 
usually produce a luminous 
ring that may be seen con- 
tinuously for half an hour. 
If much phosphorus is 
present, it will collect in 
small globules in the bot- 
tom of the flask d and may 
be further examined. If 
phosphorus has been intro- 
duced into the substance 
in the form of phosphor- 
us matches, an oxidizing 
agent will always be pres- 
ent. In this case a little 
ferrous sulphate should be 
added with the sulphuric acid, in order to destroy the oxidi- 
zing agent; and if hydrogen sulphide is present, a little ferric 
chloride should also be added. Ether, alcohol, oil of turpen- 
tine, and many other ethereal oils prevent the luminosity so 
long as they are present. Ether and alcohol are soon distilled 
over, and the luminosity will then appear, but many of the 
ethereal oils prevent it permanently, and when they are pres- 
ent the method described in Art. 90 should be employed. 

Instead of the apparatus shown in Fig. 7, the ordinary 
form of distilling apparatus shown in Fig. 25, TJicorctical 
Clieinistry, may be used; but the form shown in Fig. 7 is 
better for this purpose. 




Fig. 7. 



90. Examination by Driving" Off Phosphorus in a 
Current of Carbon Dioxide. — The method just described 

263 



Sample Page of duestion Paper. Inorganic Chemistry. 
§ 7 INORGANIC CHEMISTRY. 5 

(59) Give the preparation and properties of phosphoric 
acid. 

(60) How can you account for the striking difference in 
the properties of diamond, graphite, and charcoal ? 

(61) Is carbonic acid H^fiO^ a dibasic acid; if so, why? 

(62) Explain the principles of the Davy safety lamp. 

(63) How is silicon chloride prepared ? 

(64) Ten grams of hydrochloric acid HCl act on zinc, and 
the same weight of acid acts on calcium carbonate; what 
bulk of gas, measured at the normal temperature and pres- 
sure, is produced in each case ? 

The following equations represent the chemical changes: 

%HCl-^Zn ^ ZnCl^-\-H^ 
'lHCl-^CaCO^=. CaCl^-^Hfi^CO^ 

(65) Give a short account of how the determination of 
the composition of HNO^ is effected. 

(66) Give the properties of metallic, or steel-gray, arsenic. 

(67) How is olefiant gas prepared ? 

(68) How could you ascertain whether the air of a room 
is contaminated with too much carbon dioxide t 

(69) You need, for a certain experiment, 50 grams of 
cyanogen; how many grams of cyanide of mercury would 
you require to prepare the above mentioned quantity ? 

Ans. 242.308 g. 

(70) Give the composition by weight and the formulas of 
the five oxides of nitrogen. 

(71) {a) Give the formula of phosphine. {U) Describe 
its preparation, {c) Show the occurrmg reaction by an 
equation. 

(72) In preparing nitrogen dioxide, would you consider 
it advisable to connect the delivery tube with long rubber 
joints } 



SUCCESS IN ARCHITECTURE. 

Architecture Is a Progressive Science. 

Because of its intimate association with the Ufe of the home, the architec- 
ture of any country is a reflection of the personaUty of the people of that 
country, and of their constructive skill and artistic taste. Architecture, there- 
fore, must always be a progressive science, responding to every change in the 
customs of the people, and meeting new conditions with new styles of designs, 
new methods of contraction, and new schemes of interior arrangements. 

The first qualification of a successful architect is that he must keep abreast 
of the times, for upon his knowledge of the various requirements which enter 
into the construction of a building, and the mechanism with which it is to be 
filled, will depend the success of the undertaking and the comfort of its occu- 
pants. He may be well versed in the constructive details of ancient edifices, 
possess great artistic ability, and the skill that comes from years of practice; 
but he cannot hope for more than mediocre success if his designs fail to provide 
for the conditions which modern developments have created. 

Two Newspaper Extracts. 

Architect D. M. Collier, who passed the state examination April last, after devoting part 
of his time to state work since that date, has decided to accept a lucrative position with State 
Architect G. L. Heins, in the state capitol at Albany, and will therefore discontinue his oflSce 
practice here.— Oneonta Star. 

Mr. Collier is^a Pittsfield (N. Y.) boy, and deserves his success. Specimens of his work in 
this village are the new residences of E. H. Elliot and Abram Brown. He is a graduate of 
The International Correspondence Schools.of Scranton.— iVew Berlin (N.Y.) Gazette, Oct. 28, 1899. 

The Course for Architects. 

The Complete Architectural Course will provide practicing architects with 
a thoroughly modern knowledge of building design and construction. (See 
pages 23-41. ) Special attention is given to framing and roof-truss construction, 
including the skeleton construction of high oflSice buildings. The detailed 
drawings of problems in architectural engineering may be readily altered to 
suit any design. The instruction in Fireproofing, Slow-Burning Construction, 
Ornamental Ironwork, Stair Building, Heating and Ventilation, etc. will 
prove of great and immediate value to the practicing architect. His designs 
will be more practical and economical after he has acquired a thorough knowl- 
edge of building construction from the building trades section of the Course; 
and the instruction in Estimating, Specifications, Superintendence, Contracts 
and Permits, etc. will enable him to estimate accurately, and see that building 
operations in his charge are properly conducted. 

In short, this Course, with its valuable reference library of Bound Volumes, 
is worth many times its cost to the architect who would achieve success. 

Is Succeeding as an Architect. 

I am very glad that I undertook the study of Architecture in The 
International Correspondence Schools. Before enrolling in the Complete 
Architectural Course I was working as a foreman carpenter, my wages 
being from S2.25 to $2.75 per day. I am now practicing architecture, 
with good prospects of making twice my former wages, on an average 
throughout the year, and perhaps more than that. The success I have 
attained is due largely to the Schools. I can heartily recommend The 
International Correspondence Schools to all who are desirous of better- 
ing their present condition or of preparing themselves for greater use- 
fulness in future years. 

Chas. O. Beck, Hazleton, Pa. 




THE ARCHITECTIRAL DRAFTSMAN. 

Success Within His Reach. 

No member of the architectural profession is in a better position to secure 
large returns from a course of instruction in architecture than the architectural 
draftsman. He stands on the threshold of success in architecture, and needs 
but a helping hand to bridge the obstacles which prevent advancement. 

Usually, the draftsman of today entered the profession as ''blueprint boy," 
and was obliged to depend for advancement on the knowledge acquired 
through years of tedious service in running errands, making blueprints,' 
tracings, and finally detail drawings from the rough sketches of his superiors. 

But now his lack of technical education debars him from further advance- 
ment. He can draw, but he cannot design. He feels that he has in him the 
ability to succeed as an architect, but cannot afford to stop work and acquire, in 
a resident school, the professional knowledge which he must have to advance. 




Cabinetmaker Becomes an Architectural Draftsman. 

To any one desirous of advancement, and having neither the time 
nor the money to secure a thorough college course, I would recommenfl 
The International Correspondence Schools as employing the best and 
most practical methods of instruction. The cost of the Course sinks 
into insignificance when compared with the benefits received. When I 
enrolled, I was employed as a cabinetmaker. The knowledge gained 
from my Course has now enabled me to substitute a pencil for a hammer. 
I am at present employed as draftsman, receiving $3.25 per day. The 
knowledge gained from my Course aids me in doing my work in a more 
practical and thorough manner and in less time than my fellow workers. 
RUFUS L. RiEDEL, S18 Marais St., New Orleans, La. 



The Draftsman Can Become an Architect. 

The Complete Architectural Course is his opportunity. The Schools offer 
him exactly the knowledge he needs, and make it easy for him to secure an 
architectural education during spare hours and at small expense. 

Through the study of mathematics he learns to use the formulas found in 
architects' pocketbooks, and to solve the problems of building mensuration. 
The instruction in Architectural Drawing and Architectural Engineering 
qualifies him to design buildings. In the building trades section of the Course 
he learns the best methods of building construction and equipment; and the 
instruction in Specifications, Building Superintendence, Contracts, Permits, 
Etc. will enable him to properly prepare specifications for the contractor and 
superintend the construction of buildings. Every hour of study brings him a 
day or a week nearer the time when he can open an office of his own. 

Succeeds as an Architect. 

I learned the carpenter's trade while quite a young man. I soon 
felt keenly the need of a technical education, to master the problems in 
my work. Not being able to attend college, I had about concluded to 
give up when a friend handed me one of the circulars of the Schools. 
I at once decided to take the Architectural Drawing and Design Course. 
The Course has been worth several times the cost to me. In a very 
short time I was able to master difficult problems, my business became 
more remunerative, and my prospects brightened. I now have an archi- 
tect's office in this city, and am doing a good business. I intend to 
take another Course from you as soon as I can. I will gladly reply 
to any letters regarding the Schools. 

F. L. Lindsay, Watertown, Wis. 
266 




SALARIED POSITIONS FOR LEARNERS. 

Inexperienced Young Men Qualified as Draftsmen. 

Hitherto the only openings to the architectural profession, for young men 
who did not possess the means to attend college, have been through the 
medium of low- waged apprenticeships as carpenters, masons, etc., or through 
positions as students in architectural drafting rooms, at little or no salary. 
But the majority of ambitious young men have a living to make, and cannot 
afford to work two or three years for nominal wages. As a result they have 
been obliged to accept positions in lines of work to which they were poorly 
adapted, and in which their chances of success have been consequently small. 

The Schools' Change-of-Occupation Plan is their opportunity. 

In six months' spare time study of the Architectural Drawing and Design 
Course, while holding their present positions, they can qualify for salaried 
positions as architectural draftsmen, and continue with their studies. 

Artistic ability is not necessary for the mastery of this Course. The 
Schools guarantee its successful completion to all who study faithfully. 

A Practicing Architect's Advice. 

Mks. , Geneva, N. Y., Sept. 25, 1899. 

Dear Madam:— Youv letter of the 23d at hand, and in reply, I could not give your boy work 
until he has taken at least a Course of study in The International Correspondence Schools or 
some other school of Architecture, as my work is very much more difficult here than it was in 
a small place; therefore I have to employ much better help. I think the best your boy could 
do is to take a Course in The International Correspondence Schools, Scranton, Pa. He can do 
all his studying at home, and will then be in good shape to enter an architect's office. 

Yours respectfully, 

W. B. Camp, Architect. 

Practice and Further Study Insure Advancement. 

Having secured a good position as architectural draftsman, the student 
has an excellent opportunity to qualify himself for further advancement. 

To become a competent architect two qualifications are necessary: prac- 
tical experience and technical education. 

Through his daily work in the architect's office, the draftsman will acquire 
a practical knowledge of plan and detail drawing, but he cannot do independent 
work as a designer of buildings equipped only with the knowledge acquired 
in the Architectural Drawing and Design Course. He should therefore enroll 
in the Complete Architectural Course (sold to Architectural Drawing and 
Design students at a special price), and complete his architectural education. 
By supplementing his drafting-room experience with the information fur- 
nished in this Course, he can soon qualify for independent work as a designer 
of buildings, and in due time start in business for himself. 

From Telegraph Operator to Architect. 

When I began studying in the Complete Architectural Course, I 
was a telegraph operator, and knew nothing of drawing, or of the pro- 
fession I am now following. I found no difficulty in mastering the prin- 
ciples given in the Instruction Papers, experiencing, in fact, less trouble 
than with textbooks by well known instructors outside the Schools. 

Through the good offices of your efficient Solicitor-Collector for this 
district, I have been tendered, and have accepted, a partnership with a 
well known architect of this city. I estimate my income at present as 
three times thatwhich I was receiving when I enrolled— allowing to the 
instruction I have received from the Schools." John C. Tibbets, 

Lyons & Tibbets, Architects, Fairmont, W. Va. 




CONTRACTORS AND BUILDERS. 



Increased Knowledge Insures Greater Profits. 

The contractor and builder is, as a rule, a self-made man, having acquired 
through long experience a thorough, practical knowledge of carpentry, 
masonry, or some other branch of the building trades. He starts in business 
for himself by contracting for that portion cf the work on a building with 
which he is familiar. While if he is a man of good judgment and business 
ability, he may meet with fair success in his work, he soon discovers that to 
make the largest profits as a subcontractor, or to become a successful general 
contractor, he needs more knowledge than he acquired in his work as a 
building tradesman. He must set his price before he starts to build; and, 
unless he is thoroughly familiar with building operations, and has a good 
knowledge of mathematics, drawing, and building mensuration, he cannot 
accurately estimate costs from plans, and may either bid too high to secure 
the work, or too low to insure any profits. 

Carpenter Becomes Contractor. 

It gives me great pleasure to say a word of praise for The Inter- 
national Correspondence Schools. It is a grand institution, especially 
for the working people. The Instruction Papers are so simple that any 
man can get an education. When I enrolled I was a carpenter. I had 
previously studied textbooks and building papers for ten years; but I 
learned more in two months, from my Course, than in the previous ten 
years of textbook study. I am now very busy contracting and building, 
and am running two crews of men. I am very much pleased with the 
way your instruction is conducted, and am particularly well pleased 
with your instruction in drawing. 

Sidney F. Williams, Leroy, Pa. 




The Building Contractors' Course. 

The Building Contractors' Course has been prepared especially for con- 
tractors and builders, and all building tradesmen who desire to become 
successful contractors. The instruction in Mathematics, Mensuration, and 
Estimating will enable the student to make accurate estimates, and use the 
formulas found in architects' pocketbooks. In Geometrical and Architectural 
Drawing, he learns to make and read plans. The contractor who can make a 
neat plan of a proposed structure pleases the owner, and will get more 
contracts, at better prices, than contractors who cannot draw. The instruction 
in general building operations will qualify him to take entire contracts, and 
sublet, instead of acting as subcontractor; and the Papers on Specifications 
will enable him to make proper contracts, and fulfil them to the satisfaction 
of the owner and with profit to himself. 

Highest in Architectural Examination. 

For a little over two years I have been studying the Complete 
Architectural Course of The International Correspondence Schools, and 
have found it of great value to me in my work as a contractor. The 
Instruction Papers are very clear and concise, and my work has been 
very carefully corrected. I am well satisfied with the instruction 
received from the Schools thus far, and consider my Scholarship my 
best investment. Recently I took the examinations for a license to 
practice architecture, as required by the laws of this State, and passed 
at the head of the class. I was greatly assisted in so doing by the 
Information obtained in the Instruction Papers and the knowledge of 
drawing acquired in my studies with the Schools. 

Ira a. Worsfold, IhO Park Ave., Waukegan, III. 




BUILDING TRADESMEN. 

They Can Become Contractors, Draftsmen, or Architects. 

No ambitious building tradesman is content to always work for wages, 
under the direction of a foreman or contractor. There is a proverb which 
says, "No man ever got rich with his coat off." Head w^ork, combined with 
practical experience, always yields the highest financial returns. The School 
of Architecture opens the door of independence and success to every ambitious 
carpenter, mason, plasterer, metal worker, or other building tradesman. 

Through the Building Contractors' Course he can learn to draw plans, 
make accurate estimates, draw up satisfactory specifications, superintend 
building operations, and thus become a successful contractor and builder; or 
he can qualify for a salaried position as architectural draftsman through the 
Architectural Drawing and Design Course. Then, by adding to the experience 
gained in this position the knowledge of design, construction, and equipment 
of buildings acquired through the balance of the Complete Architectural Course, 
he can finally open an ofiice of his own as architect. 

The letter printed below was received from one of our many successful 
students, and should serve as an object lesson to every building tradesman 
who is ambitious to succeed: 

From Apprentice Carpenter to Architect. 

My Architectural Drawing and Design and Complete Architectural Courses were the 
means of raising my salary from S2.25 to S7.00 per day, I started out to learn carpentry with a 
party of five, with from five to twelve years the start of me, and was surprised when one 
morning my boss asked me to lay out and take charge of a large timber frame job, and raised 
my wages. I was reluctant at first to take hold of it; but, as he insisted, I promised to try. 
Having learned, from my Course, the use of drawing instruments, I drafted out each bent, and 
then started to lay out my first stick of timber, with thirteen good carpenters to frame. 

I will never forget the morning when I started that job, with all of those old carpenters 
under me; but I had no trouble to keep ahead of my men, and there was not a single mistake 
found when the work was done. The party that owned the building told my boss that he did 
not want a " kid " to lay out that timber, when he had older men there; but he was told that 
it was not those that had the most experience that were the most competent. The owner put 
up a wager that the job would be all botched up, which, I am pleased 
to say, he lost. In fact, he was so well pleased with his building that 
he gave us all a big supper. 

My boss then told me that he did not care to handle big timber 
frame jobs, and that, if I would start out for myself, he would throw 
that class of work my way. In the fall of the third year of my appren- 
ticeship, I started out with twelve carpenters, being known as "the kid 
contractor." I found more work than I could do, and, in place of my 
old S2.25 rate by the day, under a foreman, I have averaged §7.00 a day 
as architect and builder, besides being my own boss, and have succeeded 
in spite of strong competition. I owe all of this to what I learned from 
the Schools, and the pains taken by my boss. 

I have quite a large library of other books, which I have wrestled 
with, trying to get something out of them, but they were Greek to me until after I had studied 
in the Course for awhile. The Bound Volumes that I received from you are the best and most 
thorough work on architecture that I have ever seen. They are written in such plain language 
that a boy twelve years old could not help but understand. All other textbooks are of no use 
to the young mechanic, as they are gotten up for those who are advanced in the trades. 

My brother " chips" are asked how it comes that I am now contracting, while they, who 
started six or twelve years before me, are still under a foreman, at the same old day wages. 
But if they had spent their time and part of the money they have lost in pool rooms, saloons, 
club houses etc. in taking a Course in your Schools, they would have been higher up in their 
lines today, and would not leave so much of this work for me to look after. At any rate, they 
would be more respected by their fellow citizens. I think that any person who possesses the 
knowledge obtainable in the Complete Architectural Course can start out in business, and not 
be ashamed to have any one call on him to see his work. 

F. Woods Sterrett, Architect and Builder, Sterrettania, Pa. 
2ti9 




INSPECTORS, CLERKS OF WORKS, ETC. 

Students Prepared for Important Positions. 

One of the most important departments of city government is the Board 
of Building Inspection. The inspectors, who are usually chosen from among 
the architects and builders of the city, must inspect every building during 
erection, to see that the ordinances are strictly carried out, and that every 
precaution for protection to life is employed. In order to perform their duties 
they must have just such a knowledge of building construction and the sciences 
related thereto as is contained in our Complete Architectural Course. 

A position for which the skilful mechanic can prepare himself is that of 
clerk of works, who has supervision over the buildings while in course of 
erection. The work is of an important character, and the responsibility and 
possibilities of it are great. The course of study embodied in our Complete 
Architectural Course, combined with practical experience, will qualify the 
skilful mechanic to fill this desirable and lucrative position. 

An Inspector of Work. 

I joined the Schools May 18th, 1894, enrolling in the Complete 
Architectural Course. I regret that I did not know of the Schools before 
that time, for it would be money to my credit today. I learned more in 
six months at home than in all the years I had attended night school. 
I attribute the progress I made to the intelligent and explicit manner in 
which the Instruction Papers are written. The Course has been worth 
many times the amount it cost me, as I now hold a good position as 
Inspector of Work for the Plasterers' Association of Chicago, at a salary 
of $27.00 per week. I have held this position over four months, and owe 
my success entirely to the Schools. 

C. J. Brightly, Chicago, HI. 

Woman's Opportunities in Architecture. 

This is preeminently a woman' s century. Women are successfully entering 
almost every field of labor; and their progress in professional life has been as 
marked as in trade and industry. The field of architecture is especially 
attractive to women. The Woman's Building of the World's Columbian 
Exposition and of the Atlanta Exposition were designed by women. The 
Florence Hospital of San Francisco, and many other buildings in various parts 
of the world, bear testimony to her genius. 

By taking the Architectural Drawing and Design Course, women can 
secure positions at drafting in architects' offices, and then, while working at 
this business, qualify themselves for positions as architects by studying the 
Complete Architectural Course. Any woman of artistic taste who is looking 
for a business or profession suited to her sex should consider well the advan- 
tages offered by the School of Architecture. 

Finds the Instruction Thorough and Practical. 

My first words regarding The International Correspondence Schools 
must be words of praise and thanks for the benefits received. My senti- 
ment has only one regret, which I know echoes that of every other 
student, and that is, I am sorry I did not know of this wonderful institu- 
tion before. There may be doubts, as I myself had, as to the thoroughness 
of its system, but, after studying for some time, I can assure anyone, 
from my own experience, that it is in this point perfect. The Complete 
Architectural Course has aided me to a remarkable degree in the under- 
standing of my father's work, contracting and building. I can safely 
say that any one would be benefited by taking a Course of instruction in 
the Schools. Elizabeth McCanel, 66 Queen Street, Charleston, S. C. 
•270 





BOIND VOLIMES OF INSTRUCTION PAPERS. 

Realizing the great value of the Instruction Papers and Drawing Plates to 
those who have studied them, and the desirability of preserving them for 
reference, the Schools have reprinted them on special paper and bound them 
in handsome half-leather volumes. They are now furnished to the student 
by The Colliery Engineer Company as soon as he enrolls (if he pays for his 
Scholarship in cash) or as soon as he has made the second installment pay- 
ment on his Course. So long as he lives up to his contract they cannot be 
taken from him. They are a duplicate set of the Instruction and Question 
Papers sent to the student throughout his Course, and are supplied in addition 
to them. Beginning at the rudiments of Arithmetic, and leading the student 
through the entire theory of the profession on which they treat, they con- 
stitute an unequaled reference library. The descriptions of their contents are 
as follows: 




Complete Architectural Course. 

Volume I includes the Instruction and Question Papers on Arithmetic, 
formulas, Geometry and Mensuration, and Architectural Engineering. Arithmetic 
is the corner stone of an architectural education, and no pains has been spared 
to make the Schools' Arithmetic unrivaled for simplicity, clearness, and prac- 
tical efficiency. The examples have been made to correspond with the 
problems likely to arise in actual practice, and are thus of immediate benefit 
to the student in his work. Our Paper on Formulas (usually a difficult and 
complicated subject ) renders it a pleasure to use these abbreviated forms of 
arithmetic. Geometry and Mensuration gives complete instruction in the forms 
and application of all plane figures, and the mensuration of plane surfaces and 
solids with their special application to architectural estimating. Architectural 



BOIND VOLIMES OF INSTRICTION PAPERS. 

JiJngineering is a very valuable paper of 300 pages on the elementary principles 
of mechanics, the strength of building materials, the strength and stresses of 
beams and compound girders, and of wood, cast-iron, and structural- steel 
columns. It provides a knowledge of working details that will enable the 
student to design the structural features of modern buildings, including the 
skeleton construction of high office buildings. It is especially comprehensive 
in its treatment of framing details and roof-truss construction, and is profusely 
illustrated with working drawings, showing every rivet and joint. The 
student will find this Paper a complete, reliable, and 
simple treatise on this important subject. 

Volume II includes the Instruction and Question 
Papers on Masonry, Carpentry, and Joinery. The Paper 
on Masonry is a complete treatise on all classes of 
masonry, brickwork, and plastering. The Paper on 
Carpentry pays special attention to practical problems in 
roof framing, such as the lengths and cuts of common, 
valley, hip, and jack rafters; while the Paper on Joinery 
covers the entire exterior and interior finish of buildings, 
and the various methods of constructing doors, windows, 
and wainscoting. The methods described in these 
Papers represent the latest and best American practice, 
and render this volume invaluable for reference. / 

Volume III includes the Instruction and Question 
Papers on Stair Building, Ornamental Ironwork, Roofing, 
Sheet-Metal Work, and Electric-Light Wiring and Bellwork. 
Stair Building is a very valuable Paper on a difficult 

lubject, and will be at once appreciated. It explains clearly the various classes 
of stairways in modern use, and exhibits the working details peculiar to stair 
construction. The Paper on Ornamental Ironwork is undoubtedly the best 
treatise on this subject in print — not only for the student, but also for the 
designer and manufacturer of ironwork. It describes actual shop methods 
of construction, and is illustrated with working drawings. Roofing deals par- 
ticularly with the roof covering, and furnishes thorough instruction in apply- 
ing all kinds of roofing material. 
Special attention is given to the 
proper construction of flashings 
and gutters. Sheet- Metal Work 
covers in detail the construction 
of metal roofs, cornices, gutters, 
skylights, ventilators, etc. Electric-Light Wiring and Bellwork gives instruction 
in wiring for electric lights, and the placing of electrical appliances. 

Volume IV includes the Instruction and Question Papers on Plumbing and 
Gas-Fitting, Heating and Ventilation, Painting and Decorating, and Estimating and 
Calculating Quantities. The Paper on Plumbing and Gas-Fitting will give the 
architect or contractor a working knowledge of the principles of plumbing and 
gas-fitting, with their practical applications; while Heating and Ventilation pro- 
vides full instruction in the principles and proper installation of heating 
and ventilation systems. Painting and Decorating deals with the exterior 





BOIND VOLIMES OF INSTRUCTION PAPERS. 

and interior surface finish and coloring, and includes painting, varnishing, 
frescoing, paper hanging, and gilding. Estimating and Calculating Quantities will 
be found invaluable by the contractor or builder. Careful estimating is, in fact, 
the strong point of building operations, and means success to the contractor 
and satisfaction to the owner. Much new information is given on this subject, 
and all the matter is systematically tabulated, so that the busy man can 
readily refer to it. Complete estimates are furnished for a modern dwelling. 
Volume Y includes the Instruction and Question Papers on History of 
Architecture, Architectural Design, Specifications, Building Superintendence, and 
Contracts and Permits. The Paper entitled History of Architecture is intended to 
cultivate in the student a knowledge of style, and is beautifully illustrated 
with half-tone and line engravings. Architectural Design treats thoroughly the 
relative proportions of openings to mass, interior and exterior decoration, 
and general artistic effect. Specifications is of great importance to all architects, 
contractors, and builders. The Paper contains a model set of specifications 
for a large suburban dwelling, serving as a model to be used with any class of 
buildings. Building Superintendence treats of the general supervision of buildings 
in course of erection, and includes detailed directions for locating and remedy- 
ing faults in construction. Contracts and Permits deals with the legal relations 
of the owner, architect, and builder, and includes specimen forms in general 
use, with instructions as to the manner of procuring building permits. 

Volume VI includes the Instruction Papers (with the acccompanying 
Plates) on Geometrical Drauing, Architectural Drawing, Ornamental Drawing, and 

Advanced Architectural Drawing. Nothing equal to 
this volume has ever before been published. It 
forms a complete Course in itself. It differs in 
form from the other volumes, the size being 
Hi in. X 14J in., and the Drawing Plates being 12 
inches long between the border lines. The direc- 
tions for drawing each Plate are on the page 
directly opposite, thus avoiding the necessity of 
turning the leaf when referring to the text. The 
Plates are large photo-zinc reproductions of origi- 
nal drawings, and are unsurpassed examples of the 
draftsman's art. 

With the aid of copious illustrations, the use 
and care of instruments are explained. Then 
simple geometrical constructions are taken up, 
lettering, lines used on drawings, use of scales, 
sectioning, and shading. The Plates gradually be- 
come more diflicuit, including projections, inter- 
sections and developments, ironwork, house plans, elevations, geometrical and 
applied ornament, and the columns, capitals, and details of the various Classic 
Orders, concluding with some specimens of the more elaborate Gothic and 
Classic designs. Directions for making tracings and blueprints are also included. 
Volume VII contains all the Tables and Formulas given in the first six 
volumes, here collected in one thin book for quick reference in practice. Its 
value is at once apparent. 

273 




BOUND VOLIMES OF INSTRICTION PAPERS. 

Volume VIII contains the Answers to Questions. This is a key to all th« 
Question Papers. It is illustrated where necessary, and, when used judiciously, 
will save the industrious student much valuable time and patience. 

Architectural Drawing and Design Course. 

Volume I includes the Instruction and Question Papers on Arithmeti9f 
Formulas, Geometry and Mensuration, History of Architecture, and Architecture^, 
Design. 

Volume II includes the Instruction and Question Papers ( with the accom- 
panying Plates) on Geometrical Drawing, Architectural Drawing, Ornamental 
Drawing, and Advanced Architectural Drawing. 

The Papers contained in these two volumes are the same as those of th« 
Complete Architectural Course, to which the reader is referred for descriptions. 

Volume III contains the Answers to Questions. 

These volumes constitute a comprehensive work of reference on whick 
the draftsman can rely for valuable assistance in planning and designing, and 
for the accurate illustration of historical or constructive details so frequently 
used in modern architectural practice. 

Building Contractors* Course. 

Volume I includes the Instruction and Question Papers on Arithmetic, 
Formulas, Geometry and Mensuration, and Masonry. 

Volume II includes the Instruction and Question Papers on Carpentry^ 
Joinery, Stair Building, Fstimating and Calculating Quantities, and Specifications, 
with the Answers to Questions. 

The Papers contained in these two volumes are the same as those of the 
Complete Architectural Course, to which the reader is referred for descriptions. 

Volume III includes the Instruction Papers (with the accompanying 
Plates) on Geometrical Drawing and Architectural Drawing. It constitutes an 
excellent Course in the elements of Architectural Drawing. 

The whole Course is eminently fitted to instruct those desiring to qualify 
themselves as building contractors. Thorough familiarity with building 
mensuration and estimating, a good general knowledge of the best moderm 
practice of the building trades, and the ability to make and read plans are 
indispensable to all who wish to advance beyond the rank of the tradesman. 

We cannot do justice to the usefulness of these Bound Volumes. Those, 
however, who have received them are enthusiastic in their praise. We give 
below a specimen testimonial out of many hundreds received: 

Office of JOHN P. KREMPEL, Architect. 

Los Angeles, Cal., February 1st, 1900. 
The International Correspondence Schools, Scranton, Pa. 

Gentlemen:— Alter a thorough examination of your methods of instruction, I have recom- 
mended same to two of my employes, who both enrolled in the Architectviral Course. Your 
system of instruction is unique and of immense benefit to those who are not able to attend 
technical schools, but are desirous of acquiring a thorough knowledge in their respective pro- 
fessional callings. As to your Bound Volumes, which I have obtained, I will say, that I heartilj 
endorse what you said of them in a letter to me under date of November 16, 1899, namely, 
that they are " the most complete, concise, and clear work on practical Building Constructiom 
and Architectural History and Design ever printed, in America, and they form an epitomized 
reference library of Architecture and Building Construction, so thoroughly indexed that a 
busy man can find the paragraph treating on any point in an instant." 

Yours very respectfully, 

John P. Krempel, Architect. 
274 



COMPLETE ARCHITECTURAL COURSE. 



ARITHMETIC. 

(108 Pages.) 
Fundamental Processes — Cancelation— nate Number— Measures— Involution— Evolu- 
Fractions- Decimals — Percentage — Denomi- tion— Ratio— Proportion. 

FORMULAS. 

(12 Pages.) 
Instruction in the Use of Signs and Letters in Formulas. 

GEOMETRY AND MENSURATION. 

(60 Pages.) 
Geometry: Lines and Angles, Plane Figures tion of Plane Surfaces, Mensuration of Solids, 
—Mensuration: Conversion Tables, Mensura- Symmetrical and Similar Figures. 

GEOMETRICAL DRAWING. 

(69 Pages.) 
Use of Instruments — Inking — Lettering— Projection — Conic Sections — Intersections 
€reometrical Constructions— Orthographic and Developments— Proj ections. 

ARCHITECTURAL DRAWING. 

(95 Pages.) 
Scales— Plate: Moldings— Plate: Ironwork— First- Story Plan— Plate: Second-Story Plan- 
Plate: Winding Stairs— Plate: Architectural Plate: Constructive Details — Plate: Front 
Details— Plate: Mullion Window— Plate: De- Elevation — Plate: Sectional Elevation— Tra- 
tails of Vestibule — Plate: Cornices — Plate: cings— Blueprinting. 

ORNAMENTAL DRAWING. 

(28 Pages.) 
Plate: Lines — Plate: Vases and Borders— Leaves and Foliage— Plate: Geometrical Orna- 
Plate: Conventionalized Leaves — Plate: ment — Plate: Applied Ornament. 

ADVANCED ARCHITECTURAL DRAWING. 

(73 Pages.) 
Plate: Grecian Doric— Plate: Grecian Ionic Details— Plate: Doric Doorway— Plate: Renais- 
— Plate: Grecian Corinthian— Plate: Tuscan— sance Doorway — Plate: Door and Window 
Plate: Doric— Plate: Ionic— Plate: Corinthian Treatment — Plate: Examples in Design — 
— Plate: Composite— Plate: Ionic Details— Plate: Gothic Arcade— Plate: Classic Facade I 
Plate: Corinthian Details — Plate: Composite —Plate: Classic Facade II. 

MASONRY. 

(320 Pages.) 
Excavation — Foundations — Foundation Work— Building Stone— Stone Cutting— Stone 
Walls— Lime, Cements, Sand, and Mortar — Masonry— Concrete Construction — Fireproof- 
Bricks and Brick Masonry — Inspection of ing Plastering— Floor Tiling. 

CARPENTRY. 

(146 Pages.) ■ 
Province of Carpentry— Properties of Tim- Drying— Properties of Different Kinds of 
ber— Methods of Sawing— Seasoning and Kiln Wood— House Carpentry— Joints— Framing. 

JOINERY. 

(103 Pages.) 
Joints — General Joinerj': Expansion and — Veneering — Blinds — Interior Fittings — 
Contraction— Splayed Work— Bending Wood Exterior Joinery. 

STAIR BUILDING. 

(56 Pages.) 
Stairway Construction: Details of Construe- Construction: Ordinary Forms, Special Forms, 
tion — Balustrades — Stairway Design and Wainscoting. 

ORNAMENTAL IRONWORK. 

(118 Pages.) 
Cast-iron Work: Method of Manufacture, Methods of Manufacture — Twisted Work — 
Cast-iron Stairs — W ro u g h t-I r o n Work: Forged Work— Iron Structures. 

ROOFING. 

(116 Pages.) 
Thatching, Asphalt, Asbestos, Shingle, Tin Sheet Lead, Sheet Zinc, Slate, Tiles, Glass, 
Sheet-Metal Shingles, Copper, Sheet Iron, Stone, Flagpoles, Snow Guards. 



COMPLETE ARCHITECTURAL COURSE. 



SHEET-METAL WORK. 

(61 Pages.) 
Uses of Sheet-Metal Work — Exterior Sheet- Interior Sheet-Metal Work— Materials Used 
Metal Work: Wall Coverings, Cornices, Etc.— in Sheet-Metal Work. 

ELECTRIC-LIGHT WIRING AND BELLWORK. 

(76 Pages.) 
Electric-Light Wiring— Bellwork: Annunciators, Special Electric Fitting?. 

PLUMBING AND GAS-FITTING. 

(166 Pages.) 
House Drainage— Water Supply— Systems of Gas, Gas Measurement, Piping Buildings, Gas 
Plumbing— Gas and Gas-Fittings: Varieties of Burners, Illumination. 

HEATING AND VENTILATION OF BUILDINGS. 

(196 Pages.) 
Heat — Air and Gases — Combustion and Steam Heating— Hot-Water Heating — Heating 
Fuels — Heating and Heating Apparatus — Greenhouses— Furnace Heating — Ventilation. 

PAINTING AND DECORATING. 

(138 Pages.) 
Classification of Paints — Primary and Sec- Methods Employed in House Painting— Media 
ondary Colors— Vehicles — Stains— Tools and —Gilding — Paper Hanging— Glass. 

ESTIMATING AND CALCULATING QUANTITIES. 

(97 Pages.) 
Excavation — Masonry — Brickwork — Car- ware— Heating System— Plumbing— Painting 
pentry— Roofing— Plastering— Joinery— Hard- —Examples of Estimating— Summary of Cost. 

HISTORY OF ARCHITECTURE. 

(187 Pages.) 
Ancient Architecture: Egyptian, Asiatic, sance. Classic Revival, Recent Architecture in 
Grecian, Etruscan — Modern Architecture: Europe, Gothic Revival, American Architec- 
Roman, Early Christian, Medieval, Renais- ture. Commercial Architecture. 

ARCHITECTURAL DESIGN. 

(275 Pages.) 
Composition and Design — Proportion: Five — Ornament — Practical Planning: City 
Orders, Intercolumniation, Pedestals, Arcades Houses, Country Houses, OflS.ce Buildings, 
and Colonnades, Supercolumniation, Pilas- Churches, Armories, Educational Buildings, 
lers, Imposts, Balusters, Doors and Windows Public Buildings. 

SPECIFICATIONS. 

(58 Pages.) 
Form of Specification — Masonry— Carpentry work — Plumbing — Gas-Fitting — Heating — 
— Stairs — Hardware —Tinner's Work — Iron- Painting— Electrical Work. 

BUILDING SUPERINTENDENCE. 

(143 Pages.) 
Framing— Plastering— Brickwork— Plumbing— ElectricalWork— Joinery— Hardware— Painting. 

CONTRACTS AND PERMITS. 

(82 Pages.) 
Contracts: Abandonment, Fraudulent Con- Legal Meaning of Words— Permits: New York 
tracts, Penalties and Premiums, Extra Work, Building Law, Samples of Blanks. 

ARCHITECTURAL ENGINEERING. 

(298 Pages.) 
Mechanics— Loads Carried by Structures— Graphical Statics— Properties of Sections- 
Stresses and Strains— Strength of Building Steel Columns— Strength of Rivets and Pins 
Materials— Foundations — Columns— Beams— —Plate Girders— Roof Trusses— Tables. 



ARCHITECTURALDRAWINGANDDESIGN COURSE. 

The subjects taught in this Course are taken from the Complete Architectural Course, to 
■which the reader is referred for synopses. 



Arithmetic, Formulas, Geometry and Mensuration, 

Geometrical Drawing, Architectural Drawing, Ornamental Drawing, 

Advanced Architectural Drawing, 
History of Architecture, Architectural Design. 

Graduates of this Course are granted the Architectural Drawing and Design Certificate 
of Proficiency. 



BUILDING CONTRACTORS' COURSE. 

The subjects taught in this Course are taken from the Complete Architectural Course, to 
which the reader is referred for synopses. 



Arithmetic, Formulas, Geometry and Mensuration, 

Geometrical Drawing, Architectural Di-awing, Masonry, Carpentry. 

Joinery, Stair Building, 

Estimating and Calculating Quantities, Specifications. 

Graduates of this Course are granted the Building Contractor's Diploma. 




Principal of the School of 
Architecture, 

W. Scott-Collins, Architect, Principal 
of the School of Architecture, is a graduate 
of the Free Church School, Peebles, Scot- 
land. He worked for ten years as builder's 
clerk with his father, James Collins, and 
during this period studied architecture, 
and designed many residences in Peebles- 
shire. Later he spent one year with 
George H. Hardy, builder, New York City. 
In the office of E. L. Walter, Scranton, 
Pa., he was engaged for nine years as 
architectural draftsman and superintend- 
ent; and was for two years a partner in 
the firm of Collins & Hunter, Architects, 
New York City. He entered the employ 
of the Schools August 1, 1895 



ARCHITECTURAL DRAWING COURSE. 

This Course is described in a circular entitled "Salaried Positions for 
Learners." Under this title, we explain our plan for making architectural 
draftsmen of inexperienced persons. Every student in this Course is furnished 
with our Complete Drawing Outfit, No. 1, value $12.55, as soon as he enrolls, 
if he pays for his Course in cash, or as soon as he has paid $10.00 on any 
installment plan. We Tvill forfeit $100.00 to any person that 
^vill study tMs Course as \sre direct whom ^we cannot qualify 
as an architectural draftsman. The outfit is not furnished with any 
other Course described in this circular. 

277 



§8 



Sample Page of Instruction Paper. Masonry. 

MASONRY. 



105 



for tne cables, which are spaced from 8 to 12 inches apart, 
depending on the size of the tile. When in place, the cables 




Fig. 87. 

are covered with cement concrete r, which, with the plaster^ 
forms an effective protection. 

182. The Metropolitan Floor. — This system is shown 
in Fig. 88. At (a) is shown the first stage of construction. 
Light cables, spaced from 1 inch to li- inches apart, and con- 
sisting of two No. 12 gauge galvanized -iron wires twisted 
together, as shown at a, are attached to the upper flanges d 
of the beams by means of hooks, shown at c, about 3 inches 
long, and made of :|-inch square iron. In order to stretch 
the cables equally, a bar or pipe is laid centrally between 




(a) 



(CJ 



Fig. 88. 



the I beams, as shown at d. Centers are then suspended, 
under the cables, and a composition made of 1 part of wood 
shavings and 5 parts of plaster of Paris, mixed to a thin 
paste with water, is then applied. This sets very quickly, 
and the floor is sufficiently strong to be used soon after it is 
formed. In this system the beams require no tie-rods, as 
floor loads, being transmitted vertically, cause no side thrust, 
as do arches, while the tendency to pull over the top of the 



Sample Page of Instruction Paper. Architectural Engineering-. 



^^ 



ARCHITECTURAL ENGINEERING. 



1? 



stresses. Columns may therefore be classified, according to 
the arrang-ement of their ends, into the four following forms : 
(a) columns with rou;id ends ; (d) columns with Jiingcd ends ; 
(<r) columns with y7c7^ ends; and {d) columns with j^.r^'^ ends. 
Fig. 8 shows the typical form of each of these classes. 

Round -ended columns are struts which have only central 
points or lines of contact, such as balls or pins resting upon 
fiat plates. The centers of the balls or pins should lie in a 
line through the center of gravity of a section of the strut. 







Round Ended 
Column. 



Hinged Ended 
Co/umn. 




Fig. 8. 



Columns with liing-ed ends are struts which have both 
ends properly fitted with either pins or ball-and-socket joints ; 
the center of the end joints should lie on the central axis of 
the column. 

Flat-ended columns are struts which have flat ends nor- 
mal to the central axis of the strut, but not rigidly secured 
to adjoining parts of the structure. 

1 -23 



Sample Page of Question Paper. History of Architecture. 

§ 20 HISTORY OF ARCHITECTURE. 3 

(29) For what purposes are buttresses required ? 

(30) Describe the chateaux of the Francis I period of 
French architecture. 

(31) What is the most characteristic detail of all Gothic 
construction ? 

(32) What are the most interesting monuments of the 
French Renaissance ? 

(33) (a) What was the Acropolis at Athens ? (d) How 
many gateways did it have ? (c) What was the name of the 
principal one ? 

(34) (a) What is an entablature ? (d) What are the 
names of the parts into which it is divided ? 

(35) Why were flying buttresses introduced ? 

(36) What does Pelasgic architecture present to us ? 

(37) Describe in detail the theory of Gothic construction, 

(38) Describe in detail the theory of Byzantine construc- 
tion. 

(39) How was the apparent depression in the cornices of 
the Grecian temples obviated ? 

(40) From what source did the Greeks derive the design 
of the Doric order ? 

(41) In what respect do French cathedral doorways differ 
from those in England ? 

(42) {a) When huge pieces of stone were used in masonry, 
by what name was it known to the Greeks ? (d) Why was it 
so called ? 

(43) What are the fundamental principles of Gothic con- 
struction ? 

(44) What were the first three edifices erected solely for 
the purpose of Christian worship ? 

(45) Where do we find the first examples of the voussoired 
arch in Europe ? 

280 



SECnONALELMTlON. 




Se.a.Ze 



Zon aitu-dirial S«citori.onZin* p . 



JU/fB4S. /tS3 



DRA\^ 
Accompanying Instruction Paper on Architectui 



-a-'o-f 




k, i . on, /St. an-d. end. Story Plarvs 



F^s. 



JOM/^ 37rrJTM, CI^j^SS JV9^J£S 



G PLATE. 

Drawing of The School of Architecture. (Reduced.) 



SCHOOL OF BOOKKEEPING AND STENOGRAPHY. 

Complete Commercial Course. 

This Course affords a thorough business training in bookkeeping and 
stenograpliy, and the studies that go with them. The instruction is con- 
ducted with the utmost care and thoroughness. The student, if without 
business experience, will be qualified as a bookkeeper and stenographer; and 
in a salaried position, armed with our training, will find avenues for further 
advancement constantly opening to him or her. The business man who 
takes this Course will be enabled to conduct his business in the most modern 
and profitable way. Tvo matter what a person's calling is, he will find the 
study of this Course a wnse investment. It teaches careful, systematic, and 
successful business methods. This is money-saving, money-earning educa- 
tion. A rich man can, by mismanagement, lose a great deal more than a poor 
man; so a young man or woman with possible business talent has especial 
need for the complete commercial education that this Course furnishes. An 
investment in commercial knowledge never fails to repay high interest. 

Earns More as He Learns More. 

With the knowledge I am gaining from the Complete Commercial 
Course, I am able to understand fully the work I am doing every day. 
I see, as I did not see before, the meaning of every book I use, and why I 
use it. This alone is worth more to me than the cost of the whole Course. 
I had been an office boy for about a year when I first heard of the Schools, 
but since I became a student I have been raised from office boy to assist- 
ant bookkeeper on account of my increasing knowledge, and have 
received a raise in salary three times. I hope that The International 
Correspondence Schools are as well satisfied with me as I am with my 
Course. Frank W. Mertz, 

With L. Sternberg & Co., 230 Market Street, Newark, N. J. 

Complete Stenographic Course. 

This is a complete Course in stenography, and the preparatory studies 
that go with it. It qualifies the student to fill a responsible position as 
stenographer. The instruction in spelling, penmanship, grammar, and letter 
writing thoroughly prepares the student for the duties of the modern corre- 
spondent, and by combining faithful practice with our teaching of shorthand, 
he or she can acquire the necessary speed in writing and ease in reading. 
Competent stenographers are always in demand, and command good salaries. 
In taking our Course by mail, the student has an opportunity to become 
thoroughly proficient, for as much time may be devoted to each subject as is 
needed. Persons deficient in spelling, grammar, and letter writing are warned 
that stenography will be useless to them until these subjects are mastered. 
All such will find it to their advantage to enroll in either the Complete 
Stenographic or Complete Commercial Course. Failure is impossible to those 
who begin at the beginning and try. 

RATHBON BROS.. 
Clothiers, Tailors, Furnishers. 

EscANAB.\, Mich., April 28, 1900. 
The International Correspondence Schools, Scranton, Pa. 

Gentlemen:— Yesterday I received the Bound Volumes of my Course. They are beauties, 
and will certainly prove very useful to me. I have secured a good position with the above firm 
as clerk and stenographer, and am doing nicely. My success is in a large measure due to your 
Correspondence Schools. Wishing you continued success, I remain, • 

Yours very truly, 

S. J. Melhus. 
281 




SCHOOL OF BOOKKEEPING AND STENOGRAPHY. 




Bookkeeping and Business Forms Course. 

This is a complete Course in bookkeeping, and is intended for those who 
wish a business education but do not care to study stenography. It quahfies 
the student to keep books by single or double entry, and when necessary to 
change a set of books from one method to the other. This Course is adapted 
for students who wish to become first-class bookkeepers, and for business men 
and others who wish to make use of the best methods in keeping account of 
their business affairs. It will also be found invaluable to stenographers, 
clerks, salesmen, and office assistants, who wish to obtain the knowledge 
necessary to advance to better paying positions. Our instruction by mail is 
as careful, thorough, and painstaking, as in the best resident commercial 
schools. It is suited to all of the above classes, many of whom do not wish to 
reveal their need of instruction to others, or cannot give up business for a term, 
in order to attend school. 

He Likes Our System. 

I enrolled in the Bookkeeping and Business Forms Course of The 
International Correspondence Schools, after having already failed to 
accomplish any satisfactory result from a course I took elsewhere. Your 
Course being thorough, I now have a very good knowledge of the science 
of accounts, and hold a position as bookkeeper and cashier. By training 
me to concentrate my thoughts, and developing a faculty for study, your 
Course has proved a fine mental discipline for me. Recently I gave my 
attention to a cadet corps of 150 boys, and making use of ideas that I got 
from your excellent system of instruction, trained them for a public 
drill that was appreciated and applauded by over 3,000 people. 

William Hauck, 1679 Lexington Avenue, New York City. 

Separate Subjects. 

For convenience to those who do not wish to enroll in a full Course, but 
are deficient in one or more of the subjects taught in the School of Bookkeep- 
ing and Stenography, instruction may be obtained in separate studies. This 
instruction is in every respect as full and careful, for the ground it covers, as 
that given in the regular Courses, and the student will be given all the atten- 
tion that his needs call for. No matter how dull the student, we will teach 
him what he wishes to know. Instruction is conducted separately and privately 
with each student. The following subjects may be studied separately: 

Arithmetic, Spelling, Grammar, 

Letter Writing, Penmanship (Vertical), Penmanship (Slanting), 

Single-Entry Bookkeeping, Double-Entry Bookkeeping, 

Opening, Closing, and Changing Books, 

Stenography. 

True Greatness Lies Within This Man. 

I am more than pleased with The International Correspondence 
Schools, and have nothing but the highest praise for them, for I con- 
sider that they are a blessing to mankind. You, gentlemen, are instru- 
mental in uplifting the human race, and every student should be very 
grateful. My Course as far as I have gone has done me great good, not 
only in educating my mind, but socially and morally as well. It has 
developed me in such a way that I view life from a different standpoint. 
I am only a common laborer, and work every day, but under your teach- 
ing, study is not a task but a pleasure to me. I am constantly striving, 
and am determined to be an honor to myself and to the Schools. 

Jno. E. Shaffer. 119 Chestnut Street. Sunbury, Fa. 




SCHOOL OF BOOKKEEPING AND STENOGRAPHY, 




Slanting and Vertical Penmanship. 

The importance of a good business hand cannot be overestimated. Many 
an otherwise capable man has been turned away from employment because 
his handwriting was slovenly or i llegible. We teach both Vertical Penmanship 
and Slanting Penmanship, giving the student choice of either style. Any one 
w^io practices faithfully under our instruction will become a good writer in a 
short time. 

The old style Slanting Penmanship is adapted for those who naturally 
slant their letters, and do not desire to change their style, but simply wish to 
increase the speed, neatness, and legibility of their hand. 

Vertical Penmanship is fast coming into favor as a business hand, because 
it permits the penman to sit in a healthful, upright position, and when writ- 
ten with the same speed as the slanting hand, is more open and legible. It is 
as easily learned as the old style, and may be more rapidly written. 

Could Scarcely Write, But Learned. 

My work previous to enrolling in The International Correspondence 
Schools Avas principally as a factory and farm laborer. In beginning 
your Bookkeeping and Business Forms Course I had no knowledge of the 
subject, and could scarcely write with a pen. It was frequently neces- 
sary for me to send to the Schools for additional information, and I am 
sure the teachers must have taken great pains with me, for all my ques- 
tions were fully explained, and made clear in every particular. Last 
August I accepted a position as bookkeeper and manager in a fruit can- 
ning factory. The Course has been of real and true benefit to me, and I 
will gladly recommend the Schools to anyone who inquires about them. 

Walter Morse, Coopersfoivn, Md. 

Never Too Late to Learn. 

Our Courses are intended not only for students who wish to enter business, 
but for those who have already obtained a start in life, and are dissatisfied 
with their progress. Wide-awake clerks, bookkeepers, shorthand correspond- 
ents, telegraph operators, railway agents, court reporters, salesmen, newspaper 
men, and those in other lines of work, can quickly see the advantage of 
increasing their ability and earning power through study by mail, while 
engaged in their regular occupations. For instance, a knowledge of short- 
hand is especially valuable to a bank clerk; the president is liable to make 
use of that clerk's skill by dictating to him replies to important letters, and 
obtaining reports of private interviews. Special ability in bookkeeping or 
shorthand is of sufficient value to any one to repay him for all the time and 
effort spent in acquiring it; such accomplishments surely and quickly 
reap manifold rewards. 

From Manual Labor to an Office Position. 

My parents were too poor to give me an education, and at the age 
of 22 I was piling scrap iron in A. L. Spencer's Rolling Mill for 5rl.lO a 
day, and working only 16 or 18 days out of a month. Until I was past 40 
years old, or up to October 4, 1899, I had to earn my daily bread by hard 
muscular work. I then took charge of a set of double-entry books for the 
Scranton Lumber Company, with a salary of $60.00 a month. For this 
position I have to thank The International Correspondence Schools. with 
Avhom I took out a Scholarship in Bookkeeping and Business Forms on 
June 8, 1899. having only evenings in which to .study, after working all day. 
Let the scholar, young or old. do his part, and the Schools will do the 
rest. George H. Trauger. 527 East Market Street, Scranton, Fa. 




BISINESS AS A PROFESSION. 



The Age of Commerce. 

Every man's duty is to earn as much money as will comfortably provide 
him and those dependent upon him with the necessities of life and a few of 
its enjoyments. The same applies to women who have themselves, and often 
others also, to support. No one old enough to see things as they are, doubts 
that money is one of the most important things in life. The people, the 
trusts, and the government, are alike dependent upon it. If this age is dis- 
tinguished for one thing more than another, it is the vastness and complexity 
of commerce. To hold a responsible position in the business world, a man or 
woman must be familiar with the orderly and modern methods of conducting 
financial operations. With neither education nor experience, you cannot step 
right into a good position any more than you can travel safely alone in a 
foreign land until you know something of the language and customs of its 
people. "We equip you with safe, thorough, money-making knowledge. 



■■■$: 



^M 



On the Safe Road to Success. 

Last April, after being interviewed by the Assistant Superintendent 
in charge of this district of The International Correspondence Schools, 
and being satisfied with your terms and the workings of your system, I 
enrolled in the Bookkeeping arid Business Forms Course. I realized that 
what I needed to help me rise was a good commercial education. I see 
that in these six months I have learned more than I did in all the rest of 
my school days, and would not give up what I have learned for ten times 
what it cost me. I am now competent to take a fair position in the 
business field, and know I shall succeed. All your other pupils here 
speak splendidly of what your Courses have done for them. 

Francis T. Walker, V. S. Post Office Building, Chester, Pa. 



The Demand for Educated Earners. 

The man, young or old, who desires to enter upon a profitable commercial 
career nowadays, must have a pretty fair general education to start. As soon 
as he establishes his ability to earn more and save more for his employer than 
some one else can, he may safely command a better salary than that some one 
else, and he wdll get it, if the employer is looking out for his own interests. It is 
now more than a year since JohnD. Rockefeller offered a salary of |1, 000, 000 a 
year to any one who could manage his business. This position has not yet been 
filled. While we do not pretend to educate students to fill such positions, 
we do carefully and thoroughly fit them to fill commercial positions, from 
which they can rapidly advance. Education, combined with common sense, 
is the most valuable tool in Fortune's whole chest. The most successful 
man in every line is he who eagerly grasps all the knowledge of his business 
obtainable. 

Failed Before; Succeeded With Us. 

I had attended night school and had spent nearly one hundred 
dollars on textbooks and so-called self-instructors without success before 
I heard of The International Correspondence Schools. The only thing I 
am sorry for is that I did not hear of them sooner. I had no trouble in 
understanding the Complete Commercial Course that I took; my instruct- 
ors taught me everything by mail easily, simply, and accurately. The 
value of what I learned is shown by the fact that during the year my 
salary has increased twenty -five per cent. This never would have been 
possiiale but for what I learned by correspondence instruction, after 
failing in night school and in many attempts at self-education. 

Ernest Brunelli, Gardiner, Netv Mexico. 
284 




HOW TO GET A START. 



The Entering Wedge. 

When a woodman finds a log so tough and knotty tliat it resists the steel 
blade of his ax, if he is a wise man he uses a wedge. The little wedge, instead 
of chopping away in hit-or-miss fashion, centers its energy upon one spot and 
soon starts a crack. Its power increases with each blow of the hammer; little 
by little the two halves of the log are forced apart. No hit or miss about the 
wedge — it gradually and surely accomplishes its purpose. Modern business is 
like the knotty log, full of unforseen difficulties to him who fails to use a 
wedge for securing a good entrance therein. Each of our correspondence 
Courses is a trusty wedge; it trains the student as a bookkeeper or sten- 
ographer, or both, enabling him or her to gain an easy entrance into an 
advanced commercial position. With each jot of knowledge, wider chances 
for increased salary are presented to the worker. By applying what w^e have 
taught, our students are prepared to step to far more ambitious heights. 

Now Fills a More Responsible Position. 

I am well pleased with the results of my Bookkeeping and Busi- 
ness Forms Course in The International Correspondence Schools. I 
enrolled because the position I held did not allow me to enter night 
school, Avhile with you I could study in odd moments during the day. 
I found the method of instruction a very simple one. and so interesting 
that the further I went in the Course, the more enthusiasm and pleasure 
it gave me to perfect myself. I now have more confidence in my own 
ability, more confidence is placed in me, and I have a more responsible 
position. Nowadays I feel that I have a bright future for promotion. 
Every young man should take one of your correspondence Courses. 
John Oldendorph, S602 Caroline Street. St. Louis. Mo. 



r;n 




Earn flore as You Learn flore. 

No student should look upon the position he or she may take upon gradu- 
ating in one of our Courses, as the final aim of his or her career. There are a 
great many better positions where, in addition to skill in bookkeeping or sten- 
ography, or both, experience is an absolute requirement. Almost every 
branch of business nowadays has its own trade secrets, and these must be well 
learned before the worker becomes of the greatest value in that business. Not 
only positions as accountants and correspondents, but executive positions of 
the greatest responsibility are open to those who fill out their knowledge 
of bookkeeping, or stenography with satisfactory experience. Wide-awake 
students who use one of our Courses as an entering wedge, driving their 
knowledge home with the hammer of common sense, wielded by the strong 
arm of good habits, will surely and rapidly advance to excellent positions. 
The best positions seek such to fill them. 

Grocery Clerk Becomes Manager. 

I write to tell you how I have been benefited through home study 
in The International Correspondence Schools. Eighteen months ago 
I was only an assistant clerk in a grocery store. I then took up the 
Bookkeeping and Business Forms Course, and applied myself to study. 
When my employer learned of my progress he raised my salary. At 
length, finding how well equipped I was by you. although I am only 
19 years old, he put me in entire charge of a new bianch store. I can- 
not but be well pleased, and grateful to you for the aid I received from 
your excellent instruction. No young man can make a better invest- 
ment than to buy a Course with you. 

Edw. J. Seib, 1615 Broadway, East St. Louis, III. 
285 




FOR YOUNG MEN. 




From the Farm to the Office. 

Before the Schools made it possible for young men living in the country 
to qualifj'^ during spare hours for advanced commercial positions, the only 
vacancies open to them in city business houses were the poorest paid ones, 
unless they could first leave home for a considerable period and attend ti 
high-priced college. Now all is changed. The Schools have, by mail, fitted 
many farmers' boys to take good-salaried positions as bookkeepers and stenog- 
raphers; these are making fine progress in the lines they have entered. Many 
hundreds are now receiving our instruction. By the correspondence system, 
the boy on the ranch in Northwest Canada can be taught as easily and thor- 
oughly as the boy in Scranton. Employers in business houses in the city 
often prefer young men from the country, if well qualified to do the work. 
We guarantee to qualify the student, no matter how long it takes. Every 
hour invested in study with us draws the highest interest. 

From Farmhand to Company Official. 

Before I enrolled in the Bookkeeping and Business Forms Course 
of The International Correspondence Schools I was working for smaU 
wages on a farm. After I had started to study I was successful in obtain- 
ing a position as assistant secretary of the Whipple Butter and Cheese 
Manufacturing Company. Were it not for what The International Cor- 
respondence Schools successfully taught me, by mail, I might still have 
been on the farm, instead of occupying my present position, where the 
hours of labor are less and the salary is good. These are the direct 
benefits derived from the Course I studied but a short time ago. I wish 
the Schools every success. 

E. P. Henneman, Whipple Butter and Cheese Mfg. Co., Whipple, 0. 

Are You an Expert Accountant ? 

The average bookkeeper must acquire sufficient commercial training to 
keep one set of books; the expert accountant has to know but very little more. 
The expert accountant has such a knowledge of the general principles of 
bookkeeping that he can grasp the system of any set of account books, and go 
over them intelligently; he opens and closes books, or changes them as they 
require. The average bookkeeper cannot do this; he sometimes has difficulty 
in keeping his own set in good order. There is no reason why any one 
with intelligence enough to be a bookkeeper, should not become an expert 
accountant. The accountant's salary is often three or four times that of the 
bookkeeper. The best positions in banks, and trust and insurance companies, 
are open to bookkeepers of experience who are qualified as expert accountants. 
Our instruction in bookkeeping thoroughly trains the student in every branch 
of commercial accounting. We can qualify you as an expert accountant. 

Doubled His Salary. 

Any one becoming a student of The International Correspondence 
Schools will receive greater benefits than 1 can write about. I took a 
Complete Commercial Course. Every branch of it is very thorough 
and the instruction plain enough for a child. In my case the 
advantages of education soon began to show. My employers soon saw 
that I was endeavoring to acquire knowledge that would promote their 
Interests as well as my own, so took a lively interest in me, and 
promoted me as I desired. I now have charge of many different sets 
of books. My salary is now doubled, and my working hours are muck 
shorter. E. W. Foristel, 

Financial Recorder, 6797 Minnesota Ave., St. Louis, Mo. 
286 




FOR YOING MEN 




The Court Reporter and the Newspaper flan. 

Our student can qualify for a court reporter, by combining faithful prac- 
tice with our instruction in Stenography. The Osgoodby system of shorthand 
taught by us is a modification of the Pitman systems devised by the famous 
court reporter who wrote our instruction texts on Stenography, and who had 
personally taught this system by mail for over twenty-five years. This system 
is simpler, and involves fewer strokes and lifts of the pen than any other. 
Court reporters earn steady salaries, ranging from |2,000 to $10,000 a year, 
and frequently earn extra fees besides. The speed required is 150 words. 

Newspapers want reporters and editors who can get the news quickly and 
accurately, often including minute details. The best assignments are given to 
reporters who can write verbatim. Skill in shorthand will often obtain a 
position \vhere mere literary ability would be turned aside. Journalism 
offers splendid chances to bright men and women. 

Becomes News Editor. 
I took the Stenography Course in The International Correspondence 
Schools, and soon after completing it secured a position as reporter on 
The Herald and Mail, Halifax, N. S. April last I resigned to accept the 
news editorship of the Island Reporter, Sydney, Cape Breton. In Sep- 
tember I resigned to pursue a course in law at Dalhousie University, 
with the option of returning during vacations. During my connection 
"vvith these papers I found my knowledge of shorthand indispensable. 
I find it now of great advantage in taking notes of the lectures. The 
system is practical, requires little work, and the notes are very easily 
read. ' John W. G. Morrison, 

Traveling Correspondent, Island Reporter, Sydney, C. B. 

3horthand for Telegraphers. 

Telegraphers must be rapid writers. As a class they have the name of 
being the most careless writers in the world, though this is chiefly the result 
of being unable to transcribe as rapidly as the operator at the other end of the 
line sends. Much trouble often results from carelessness. Every tele- 
grapher of experience, if he is not a stenographer, knows the great value 
shorthand would be to him. Our Complete Stenographic Course, or our 
shorter course of instruction in Stenography, is well suited to the needs of the 
telegraph operator. He can study and practice it while the telegraph key is 
not clicking. Having mastered the art, he can take the most important 
despatches from dictation, and also receive despatches with ease and accuracy. 
Intelligent telegraphers who are good shorthand writers can secure high- 
salaried positions in the railway service; by taking up newspaper work they 
can become telegraph correspondents. Our system is a standard one. 

Telegrapher Becomes Private Secretary. 

Office of the Vice President, Eastern Railway Co., of Minnesota. 
After having failed to achieve satisfactory results from Pitman's 
Manual, it may be a pleasure to you to know that I have secured a posi- 
tion with the above company, which is a part of the Great Northern 
Railway, as private secretary to the Vice President. I attribute this 
advancement to your successful method of teaching shorthand, for 
while I have not yet completed the Course, I have attained a sufficient 
knowledge of the art to enable me to fill the position mentioned. It 
means for the present $15.00 a month more than my previous salary; 
and I am sure it will soon be the means of much greater advancement. 
James P. Finan, Room 7U, Board of Trade, Duluth, Minn. 

287 




FOR YOING MEN. 




Clerks and Salesmen. 

Office boys, shipping clerks, receiving clerks, entry clerks, voucher clerks, 
salesmen, copyists, mail clerks, and others who wish to advance their posi- 
tions surely and rapidly, should take a Course by mail with us. The business- 
like clerk, capable of promotion, only needs a good start; he will be the 
business man of the future. Competition weeds out the poorly qualified. 
There is but one thing to do: improve, so as to fill the desirable situations. 
There are thousands of clerks, intelligent enough, but now barely earning a 
living, because they lack the proper business training; they could increase 
their earning power twofold in six months or a year, by taking our Complete 
Commercial Course. The clerk who becomes a good bookkeeper and stenog- 
rapher needs no better stepping stone than this to a higher position in the 
business where he is employed; he is entrusted with the firm's confidence, 
learns all the details of the business, and quickly increases his value. 

More Than Doubles His Salary. 

I want to speak of the good work you are doing in The International 
Correspondence Schools, and the help and encouragement I received 
from you. When I enrolled in the Complete Commercial Course I was 
employed in this same ofl&ce, only doing different work. Shortly after 
beginning to study, I was surprised one morning by having my salary 
raised. This was my first advancement; now I am receiving more than 
twice my old salary. These promotions have come about by careful 
attention to my duties, with the " International " at my back, teaching 
me as I move on from one position to another. I have found out that 
he Avho lacks business education has not much show for advancement. 
John S. Gensheimee, Clerk for Pennsylvania E. i?., Camden, K. J. 

Bookkeepers and Cashiers. 

There are many bookkeepers and cashiers who are today working in the 
same rut in w^hich they have been plodding for years. They seem totally 
unable to grasp the idea that the science of their w^ork is continually progres- 
sing. This being the case, these bookkeepers seldom rise above salaries of 
from $60 to $80 a month. As a matter of fact, the average bookkeeper has 
great need of instruction in bookkeeping. Our teaching will enable him 
with the least time and labor to keep his employers accurately posted regard- 
ing their resources, liabilities, and available assets. He can greatly improve the 
speed and legibility of his handwriting by our Course in Penmanship. Two- 
thirds of the advertisements for clerks and bookkeepers now read, "Stenog- 
rapher preferred." We teach stenography in the student's spare moments. 
To the capable man, young or old, it is only a matter of time, after mastering 
the business he is in, before he will be tendered a higher position. 

Salary Raised Several Times. 

From September. 1886, to March, 1887, I went to Bryant & Stratton's 
Commercial School in Boston, but immediately afterwards took up 
another line of work. In 1893, however, I was engaged to keep a set of 
books for a grain store that had just started business. Finding myself 
quite "rusty " I took my old textbooks and tried to polish up. I did not 
succeed as well as I wanted to, and when, in 1897, I heard of The Inter- 
national Correspondence Schools, I enrolled as a Double-Entry Book- 
keeping student. Besides making me neat, careful, and exact in my 
work, the Schools taught me a great deal that I never learned before. 
My salary has been several times increased. 

Frank Gauvin. Jr.. 23 Sawin Street, Marlboro. Mass. 
288 




RETAIL MERCHANTS. 




Tradesmen and Mechanics. 

Many tradesmen, such as builders and contractors, foremen, overseers, 
plumbers, masons, blacksmiths, machinists, printers, painters, carpenters, 
gunsmiths, locksmiths, upholsterers, provision men, etc., are in great need of 
systematic methods of transacting their business and keeping accounts. All 
callings and professions, in our present stage of civilization, are so interwoven 
with the keeping of accounts that a practical knowledge of bookkeeping is of 
great value to a person in any walk of life. It enables many who could not 
otherwise hope to succeed, to transact business profitably and honorably. Its 
importance is well illustrated by a recent New York State Court decision, 
which denied a bankruptcy petition to a man because he had kept no books, 
and trusted to memory and his bills and receipts for knowledge of his affairs. 
Our Course enables a merchant who does not wish to keep his own books, to 
oversee the accounts entrusted to his clerks. 

From Mechanic to City Accountant. 

When, two years ago, my prospect of employment as a mechanic at 
my trade looked doubtful, realizing that a change must be made, I 
enrolled with you in your Bookkeeping and Business Forms Course. As 
a result of that Course I am now holding the most responsible clerkship 
under the city government, being " Assistant," or first clerk, in the Col- 
lecting Department. This is a position that requires accuracy and 
despatch; it entails the keeping of sixty thousand accounts, and the 
handling of two million dollars annually. I cannot speak too highly of 
your instruction. My earning power is of course greatly increased, but I 
also have the satisfaction that comes with advanced position. 

Henry D. Damon, City Collecting Dept., Fall River, Mass. 

Farmers Should Be Bookkeepers. 

Knowledge of our Bookkeeping and Business Forms Course, especially of 
Double-Entry Bookkeeping, is worth a great deal to any farmer. The farmer 
plows, sows, reaps, hires and boards men, buys machinery, builds, and deals 
in live stock and farm produce; he frequently has more at stake than a regu- 
lar merchant ; yet it is not always the hardest working farmer, nor he M'ho 
raises the largest crops, who makes the most. Often an able agriculturist 
keeps no books nor records of any sort; his financial system is to carry his 
notes, bills, and receipts around in his pocket until they are soiled, torn, and 
canceled or lost; he runs into debt needlessly, and never knows which crop 
pays him the best. Although he deals with bankers, shippers, commission 
merchants, and others who keep accounts scientifically, he allows many profits 
to escape him by his own loose methods. Farming can be made profitable by 
applying to it the commercial principles taught in our Course. 

Learns as Well as if at College. 

I became a student in the Bookkeeping and Business Forms Course 
of The International Correspondence Schools, not because I wanted to 
obtain a position later on as bookkeeper, but in order to learn how 
to keep my own accounts by the best methods. To those who wish 
to establish any line of business, or enter into business transactions of 
any kind, and find it necessary to get their education without leaving 
home, I can honestly recommend these Schools. In studying by mail 
with them I learned as well as if I had in person attended a college, 
though the expense was less, and I studied in my spare time only. I 
knew nothing of bookkeeping when I began. I am perfectly satisfied 
with the results of my Course. E. T. Davidson, Duncovibe, Iowa. 

289 




FOR WOMEN. 




Women as Savers and Earners. 

Nowadays it is well understood that a woman is most womanly when she 
knows something of business principles, whether she keeps house for her 
husband, or is a wage earner herself. Modern society and common sense 
must approve the woman who is both useful and ornamental. Every woman, 
no matter what her station in life, should be trained as a wage saver, if not as 
a wage earner. A good business education makes a woman a better housewife 
and a more intelligent and useful companion and helpmate for her hus- 
band. She is enabled to take a greater interest in his affairs, and having 
learned the value of money, is wiser in her expenditures, and can more fully 
appreciate and sympathize with her husband's efforts. There is a large army 
of women who must enter the ranks of breadwinners to support themselves 
and those dependent upon them. Our instruction thoroughly prepares women 
as wise wage savers and able wage earners. 

Course by Mail Brings Best Results. 

Some time ago I enrolled in the Complete Commercial Course of 
The International Correspondence Schools. Before enrolling I had 
attended Normal School, and during a year and a half there had 
received instruction in the preliminary subjects of my present Course; 
but in the few weeks I have been studying by mail I have learned more 
that is of use to me than I did in the eighteen months of residence work 
in Normal. I have now nearly finished Bookkeeping, and am about 
to study Stenography. I advise any one seeking a commercial training 
to get it through The International Schools. Aside from other con- 
siderations, one can obtain the most desirable education in odd moments. 
Miss Emma M. Foster, P. O. Box Ul, Scottsburg, N. Y. 

Women in Stenography. 

No profession affords a better and more pleasant opening for women who 
wish to earn their own livings than stenography. While there are hundreds 
of so-called stenographers, glad of exployment at from $4 to |5 a week, really 
competent stenographers are sure of good positions, even when starting in, 
at much higher salaries. Possessing as they do, nimble fingers, nervous and 
delicate organizations, quick to hear, quick to think, and quick to act, women 
are admirably suited to the profession. Their adaptability to the work of 
amanuenses has been thoroughly tested and they have been found fully equal, 
and, in many instances superior, to men. Stenography has indeed proved a 
blessing to womankind, and probably more than half of the persons engaged 
in the practice of the art of shorthand writing are women. They are success- 
ful not only as amanuenses, but as court reporters. We are acquainted with 
at least one lady court reporter whose yearly earnings average |6,000. 

Farmer's Daughter Becomes Stenographer. 

I graduated in the Complete Stenographic Course of The Inter- 
national Correspondence Schools, and I consider them the standard for 
correspondence education. The instructors explain everything in such 
a clear and simple way as to enable the most ignorant to learn after a 
little effort. If the student only tries, she will in time be surely crowned 
with success. A short time after receiving my Diploma I was offered a 
position at a fair salary, with an increase after some experience in the 
business, by the Lanyon Zinc Company, for whom I am now working. 
I at once accepted the position, and am getting along nicely. I shall 
always be ready to say a good word for the Schools. 

Mary Wilson, Care of The Lanyon Zinc Co., lola, Kansas. 
290 




FOR WOMEN. 



Where Women and Men Are Equal. 

Bookkeeping, stenography, and newspaper work are fields in which, 
nowadays, little if any distinction is made in regard to sex. There is also a 
strong tendency to pay the best prices for the best work, whether done by 
men or women. Bookkeeping is a sphere of usefulness in which many women 
find pleasant and profitable employment. Their neat and orderly habits and 
inherent integrity are especially valuable qualifications for bookkeeping posi- 
tions, and many instances have come to our knowledge where, for important 
bookkeeping positions, they have been preferred to men. Equipped with a 
thorough business education, nowadays, any woman of ability will find it easy 
to obtain employment and to win promotion to a well-paid position suited to 
her sex. She will not have to leave home to study, from the time she enrolls 
until she receives her Diploma. Wherever the mails go, we guarantee to satisfy 
the student by our teaching. 

Keeps Books Before Completing Course. 

Being a student of The International Correspondence Schools, I feel 
gratified to speak of them as one who, from experience, knows what they 
are. I enrolled in the Complete Commercial Course some time ago; 
besides furnishing excellent education, the instruction is carefully fitting 
me for an occupation. The teaching in Grammar has especially appealed 
to me, because nothing but simple language lessons were taught in the 
school I attended. While engaged in the study of my present Course, I 
am keeping my father's books, and am thus enabled to combine educa- 
tion with business experience. After completing the Course and receiv- 
ing the Diploma, I expect to hold a more responsible position. 

Mamie L. Cooke, West Grotoii, Mass. 




k 




Ability Commands Income. 

If, in the prime of life, a man is poor, his poverty argues some defect in 
him — very probably neglected opportunities. A good business education 
might have made him a wealthy man. The world is not far wrong when it 
judges one largely by his purse. 

So vast is the money capital of our country, so sharp is competition, and 
so expert have the money kings now become, that a good commercial training 
is just as necessary for any one about to enter a modern business house as a 
legal education is useful to a lawyer. Ability commands income. If a student 
has the courage to obtain the necessary knowledge, he need never worry for 
the future. The specially trained are sought after. Earnest effort trains one 
and. brings success. We offer ambitious students on the farm, in the office, by 
the campfire, at sea, Courses that will enable them to become progressive, 
money-making business men and women. 

A Training of Market Value. 

Through the Bookkeeping and Business Forms Course I took in 
The International Correspondence Schools, I can demonstrate mj- ability 
to take entire charge of any set of books. In beginning the Course I felt 
that I couldn't afford to leave my regular employment and attend Busi- 
ness College, and now I am very glad that I did laot. I just spent otherwise 
idle moments on the work, and all that it cost me was the tuition and 
paper and postage. Since receiving my Diploma, eighteen months ago, 
I have never had any reason to wish for another position under different 
employers. I consider the money paid to you the best investm^t I ever 
made. Your training . would be of great value to me anywhere. 

Charles S. Hill, Box 260, Leechburg, Pa. 
291 




BOIND VOLIMES. 

Kealizing the great value of the Instruction and Question Papers to those 
who have studied them, and the desirabihty of preserving them for future 
reference, the Schools have reprinted them on special paper, and bound them 
into handsome half-leather volumes. They are now furnished to the student 
by The Colliery Engineer Company as soon as he enrolls, if he pays for his 
scholarship in cash, or as soon as he has made the second payment on any 
installment plan. As long as he lives up to his contract they cannot 
be taken from him. These Bound Volumes form a duplicate set of the. 
Instruction and Question Papers sent to the student for study during his 
Course, and are supplied in addition to them. Beginning with the first prin- 
ciples of arithmetic, and leading through the entire theory of the profession 
on which they treat, they constitute an unequaled reference library. They 
occupy little space, and contain the whole Course in permanent form. All 
the tried and proven facts, formulas, and processes are here illustrated and 
presented in one orderly, systematic whole. 




Complete Commercial Course. 

In this set of Bound Volumes are comprised all the Instruction and 
Question Papers contained in the Complete Commercial Course. Each 
subject is fully explained, and thorough practice is given in the use of the 
knowledge gained. 

Volume I contains the Instruction and Question Papers on ArUhmetic, 
Spelling, Penmanship, and Vertical Penmanship, besides Keys to the problems 
in Arithmetic. The Papers on Arithmetic form a complete Course on this 
subject, and no pains have been spared to make them unrivaled for sim- 
plicity, clearness, and every-day usefulness. The arrangement differs greatly 
from that of any other arithmetic published, and we believe it to be the 
plainest and best, because the examples given do not relate to marbles, tops, 
etc., but to actual business. What the student learns is therefore of immediate 
benefit to him in his work. The best methods of rapid, accurate calculation 
are carefully treated. Spelling embraces four parts in this volume. The word§ 



BOIND VOLIMES. 

are arranged in groups. In this way the meaning of each word is made evident, 
and its spelHng is easy to remember. All the words are set in large, open 
type, on a clear page, so that each one presents a plain image to the mind's 
eye — by no means an unimportant aid in learning to spell. The common 
words most difficult to spell, words alike in sound but different in spelling 
and meaning, and words liable to be confused for any other reason, are 
explained so that any one can understand and not forget their 
spelling. A section is devoted to the names of the states and 
territories, and another section to a full table of common 
abbreviations. There is no other single educational qualifi- 
cation that instinctively inspires more confidence in an 
employe or a business man than the careful habit of accurate 
spelling; nothing so surely tells against one as incompetence 
in this regard. Our method of instruction has always proved 
successful in making a good speller of a student who studied, 
and this arrangement has taught many, who had failed to 
learn by any other method. Penmanship is the title given to 
the rest of the Papers in this volume. The student is given 
his choice of two styles: ordinary or Slanting Penmanship 
and Vertical Penmanship. Both sets of Instruction Papers are 
included in full in the Bound Volume. These Papers have 
been prepared expressly for our work, and cover sixteen 
lessons each. They include directions as to the best selec- 
tion of writing materials, position of the body, arm, and 
hand, manner of holding the pen, movements of the arm and hand in 
writing, dimensions of letters, slant, small letters, figures, capital letters, 
and methods of practice. Illustrations are used wherever they will assist 
in making a subject easy to understand. Accompanying the text matter 
for each style of penmanship are fifty engraved copy slips, beginning 
with the simplest lines and proceeding gradually to the formation of all the 
letters and their combinations into words. The object of the instruction is 
not to teach a flourishing and ornate style of handwriting, but a firm, simple, 
and legible one that can be transcribed easily and rapidly. Any one who 
follows the instructions is able, upon completion of the Course, to write an 
exceedingly neat, rapid, and readable hand. 

Volume II contains the Instruction and Question Papers on Grammar, 
Punctuation and Capitalization, and Letter Writing. In Grammar a training is 
given that will enable the student to express his thoughts correctly. Thought 
is conveyed by language, and the unit of language is the sentence. Our Course 
in Grammar takes the sentence as the unit and divides it into its parts — 
clauses, phrases, and words — and considers their use. AVe state principles 
simply and plainly, and illustrate them by examples from the best authors. 
By picturing the exact uses of words the student sees how to use them cor- 
rectly, and secures valuable mental training. He learns to think clearly, and 
along a straight line; having learned this, it becomes second nature with him 
to express himself well. Punctuation and Capitalization treats of the simple 
principles of these branches of written language. Punctuation marks are for 
making meanings clear, and for nothing else; here, the value of each mark is 




BOIND VOLUMES. 

first explained, and then illustrated by numerous examples. Capitalization 
shows where to use capitals, where not to use them, and why. Letter Writing 
comprises the science of truthful, dignified, and effective correspondence. A 
good letter expresses the writer's thoughts in characteristic manner, and is 
not copied from a form. Our Course is not a compendium of forms; instead, 
we train the student to write original letters. As the method is superior, so 
are the results. We analyze the subject about which a letter is to be written, 
showing which forms of expression are best adapted for the purpose, with the 
reasons why. By seeing how an experienced correspondent weighs his words, 
phrases, and sentences, and uses them to express real ideas, the student learns 
to write his own letters with similar care and thought. This method culti- 
vates his faculties, qualifying him to write original letters that are clear, 
forcible, and elegant. There are three Instruction Papers. The first contains 
definitions, divisions, and directions; the second deals with business corre- 
spondence in all its phases; the third contains specimen letters of famous men 
and women, with comments. No other work on letter writing has been 
published that is as practical as our Course. 

Volume III contains the Instruction and Question Papers on Single-Entry 
Bookkeeping, Double- Entry Bookkeeping, Opening, Closing, and Changing Books, 
and Stenography. Single-Entry Bookkeeping is a simple form of keeping accounts 
where only the transaction between the creditor and debtor is recorded, and 
this only once. Each of the three Instruction Papers in this subject shows 
the application of the single-entry method to a certain kind of business. 
Each account used is fully illustrated and explained, the student being fur- 
nished with all the knowledge necessary for 
the keeping of any books by single entry. 
Double-Entry Bookkeeping is used by all large 
business houses, because it not only records 
personal accounts between the creditor and 
debtor, but keeps account of the profits and 
losses in the different branches of business 
done. Of the six Instruction Papers, each 
deals with a different kind of business, and 
introduces transactions peculiar to that busi- 
ness. The meaning and importance of every 
account used is illustrated and explained. The 
student is qualified as an intelligent and pro- 
ficient double-entry bookkeeper. Opening, Clos- 
ing, and Changing Books is a single Instruction 
Paper showing how to open books by either 
single or double entry, and change from one 
to the other. This, we know, is the clearest 
and most concise explanation of how to open, close, and change books 
of account ever written. Stenography is a complete course of lessons in 
the Osgoodby system of Pitmanic shorthand. This is the shortest and 
simplest method ol shorthand in use, as proved by statistics. Actual practice 
shows that it is the easiest to write and easiest to read. No difficult forms 
are involved; there are practically no exceptions to rules to puzzle the 

294 




BOIND VOLIMES. 

learner; many phrases may be written by a single stroke; and fewer duplicate 
forms are used than in any other system. The phonetic alphabet is first 
shown, and exercises are provided for learning the letters. The uses of 
hooks, ticks, circles, and other abbreviations are then practically illustrated, 
and gradually the, instruction proceeds to the writing of words, phrases, 
and sentences. An excellent feature of the instruction is the fact that words 
for practice have their correct stenographic outlines indicated in long hand 
type, and the student is required to write out shorthand forms himself. 
Special drill is provided in common w^ords and phrases, and here great care is 
taken, since these forms embrace by far the larger proportion of words in ordi- 
nary discourse. A special chapter treats of writing business letters from 
dictation, and another of law reporting. The instruction embraces twelve 
parts in all — the best ever prepared for teaching the art of shorthand. 

Complete Stenographic Course. 

Volume I contains the Instruction and Question Papers on Spelling, Pen- 
manship, Vertical Penmanship, Grammar, Punctuation and Capitalization. 




Volume II contains the Instruction and Question Papers on Letter Writing 
and Stenography. 

These subjects are treated in exactly the same way in the Complete Steno- 
graphic Bound Volumes as the same subjects in the Complete Commercial 
Bound Volumes, already described. 

These volumes form a complete and ready source of reference for the com- 
mercial, law, or court, stenographer, or the reporter. 

Bookkeeping and Business Forms Course. 

Volume I contains the Instruction and Question Papers on Arithmetic, 
including Keys to the problems. 

Volume II contains the Instruction and Question Papers on Penmanship, 
Vertical Penmanship, Single-Entry Bookkeeping, Double-Entry Bookkeeping, and 
Opening, Closing, and Changing Books. 

These subjects are treated in exactly the same way in the Bookkeeping 
and Business Forms Bound Volumes as the same subjects in the Complete 
Commercial Bound Volumes, already described. 

These volumes form a complete and ready source of reference for the clerk, 
bookkeeper, accountant, or business man. 



SYNOPSES OF SIBJECTS 



TAUGHT IN 



The School of Bookkeeping and Stenography. 



Instruction in this Paper 



ARITHMETIC. 

(303 Pages.) 

given in the Complete Commercial, and Bookkeeping and Business Forms 
Scholarships, and as a Separate Study. 



Part I. (38 Pages.) 

Definitions. 

Notation and Numeration. 

Arabic Notation. 
RoMAiSr Notation. 
Addition. 

Rapid Addition. 
Subtraction. 

Two Methods — General Remarks 
on Subtraction. 
Multiplication. 

Multiplication Table. 

To Multiply Any Number by a 
Number of One Figure, By a 
Number of Two or More Fig- 
ures. 
Division. 

To Divide When the Divisor Con- 
sists of But One Figure, Of Two 
or More Figures. 
Short Method of Division. 
Cancelation. 

Part II. (19 Pages.) 
Fractions. 

Definitions. 
Reduction of Fractions. 

To Reduce a Fraction to ai. 
Equivalent Fraction Having 
a Given Denominator, To Re- 
duce a Whole Number or a 
Mixed Number to an Improper 
Fraction, To Reduce an Im- 
proper Fraction to a Whole or 
a Mixed Number, To Find the 
Least Common Denominator, 
To Reduce Two or More Frac- 
tions to Equivalent Fractions 
Having the Least Common De- 
nominator. 
Addition of Fractions. 
Subtraction of Fractions. 
Multiplication of Fractions. 

Short Methods of Multiplying by 
a Mixed Number. 
Division of Fractions. 
Complex Fractions. 
Part III. (24 Pages.) 
Decimals. 

Notation and Numeration. 

Reading Decimals, Principles of 
Decimals. 



Addition of Decimals. 

Subtraction of Decimals. 

Multiplication of Decimals. 

Division of Decimals. 

To Reduce a Fraction to a Decimal. 

To Reduce a Decimal to a Fraction. 

Repeating Decimals. 
Symbols of Aggregation. 
Aliquot Parts. 

Part IY. (40 Pages.) 

Compound Numbers. 

Definitions. 

Measures of Extension. 

Linear Measure : Tables of Linear 

and Surveyors' Linear Measure. 

Square Measure : Tablesof Square 

and Surveyors'Square Measure. 

Cubic Measure. 

Measures of Weight. 

Avoirdupois Weight — Long Ton 
Table— Troy Weight— Apothe- 
caries' Weight. 
Measures of Capacity. 

Liquid Measure — Apothecaries' 
Fluid Measure — Dry Measure 
— Miscellaneous Tables. 
Measures of Time. 
Measures of Angles or Arcs. 

Circular Measure — Longitude and 
Time. 
Measures of Money. 

United States Money — English 
Money. 
Miscellaneous Tables. 
Reduction of Compound Numbers. 
Reduction Descending — Reduc- 
tion Ascending. 
Addition of Compound Numbers. 
Subtraction of Compound Numbers. 
Multiplication of Compound Num- 
bers. 
Division of Compound Numbers. 
Longitude and Time. 

' Part Y. (28 Pages.) 

The Metric System. 

Definitions. 

Measures of Extension. 

Measures of Length — Square 
Measure — Cubic Measure. 



1 



SYNOPSES OF SIBJECTS 



TAUGHT IN 



The School of Bookkeeping and Stenography. 



ARITHMETIC— Continued. 



Measures of Capacity. 

Measures of Weight. 

Operations with Metric Units. 
Formtilas. 

Definition, Use of Letters, How 
to Use Formulas. 
Involution. 
Evolution. 

Square Root. 

Cube Root. 

Part YI. (34 Pages.) 

Mensuration. 

Lines and Angles. 

Quadrilaterals. 

Definitions and Methods — Plas- 
tering, Painting, and Kalso- 
mining — Papering — Carpeting 
— Board Measure. 

The Triangle. 

The Circle. 

The Prism and Cylinder. 

Definitions and Methods — Ma- 
sonry — Bins, Cisterns, Etc. — 
Coal and Hay. 

The Pyramid and Cone. 

The Sphere. 

Definitions and Methods — Gaug- 
ing of Casks. 

Part VII. (24 Pages.) 

Ratio. 

Expressing a Ratio, Direct, In- 
verse, and Reciprocal Ratios, 
Reciprocal of a Number, Varia- 
tion, Value of a Ratio, Raising 
a Ratio to Any Power, Compar- 
ing Ratios. 
Proportion. 

To Read a Proportion, Direct Pro- 
portion, Inverse Proportion, 
' ' Rule of Three, ' ' Test of a Pro- 
portion, To Find an Unknown 
Term of a Proportion. 

Inverse Proportion. 

Properties of Proportion. 

Powers and Roots in Proportion. 

Cause and Effect. 

Compound Proportion. 

Proportional Parts. 



Defi- 



Part VIII. (30 Pages.) 
Percentage. 

Definitions and Principles. 
Per Cent., Sign of Per Cent, 
nitions. 
Base, Rate, and Percentage. 
Aliquot Parts in Percentage. 
Amount and Difference. 
Profit and Loss. 
Trade Discounts. 

Short Methods. 
Commission and Brokerage. 
Insurance. 
Taxes. 
Duties. 

Part IX. (32 Pages.) 
Interest. 

Simple Interest. 

Definitions — Two jNlethods oi 
Finding Interest— Six-Per-Cent. 
Method— Sixty-Day Method- 
Exact Interest. 
Annual Interest. 
Problems in Interest. 
True Discount. 
Compound Interest. 
Partial Pay'ments. 

United States Rule, Merchants' 
Rule. 
Promissory' Notes. 

Interest Laws, Joint and Several 
Note, Protest, Forms of Not^s. 
Bank Discount. 

Part X. (34 Pages.) 
Stocks and Bonds. 
Exchange. 
Domestic Exchange, 

Sight and Time Drafts. 
Foreign Exchange. 
Arbitration of Exchange. 
Average or Equation of Payments. 

Average or Equation of Accounts. 
Partnership . 

When the Partners Invest for 
the Same Period of Time- 
When They Invest for Dif- 
ferent Periods of Time. 
Alligation. 

Alligation Medial. 
Alligation Alternate. 



GRAMMAR. 

(183 Pages.) 
Instruction in this Paper is given in the Complete Commercial, and Complete Stenographic Scholarships, 

and as a Separate Sttidy. 



Part I. (31 Pages.) 
Introduction. 

Language and Grammar. 

Language in General, Origin of 
the Word "Language," Living 
Languages, Dead Languages — 
Grammar : Province of Gram- 
mar, Divisions of Grammar, 



Later Divisions of Grammar, 
Unit of Thought in Grammar, 
The Chief Matter in Grammar. 
The Sentence. 

Classification According to Use. 
Arrangement of Words, Sentence 
Defined, Different Uses or Func- 
tions of Sentences, Sentences 



SYNOPSES OF SIBJECTS 



TArGHT IN 



The School of Bookkeeping and Stenography. 



GRAMMAR.— Continued. 



Defined With Respect to Use, 
Exclamatory Sentences, Sen- 
tences of Mixed Form, Con- 
cerning Punctuation and 
Capitalization of Sentences, 
Punctuation of Thought and 
Emotion in Sentences. 

Sente>'tial Elements. 

Subject and Predicate : A Sen- 
tence Must Have Two Parts, 
Definition of Subject and Predi- 
cate, Principal Parts Modified 
and Unmodified, Use or Func- 
tion of Modifiers. 

Classes of Wokds. 

Formation of Word Classes — 
Noun — Pronoun — Verb — Ad- 
jective — Adverb — Preposition 
— Conjunction — Interjection — 
Parts of Speech Grouped. 

• Paet II. (28 Pages.) 
Functions of Sentential Elements. 

Word Elements. 

The Noun and the Pronoun : As 
Absolute or Independent, As 
Predicate Complement, In Ex- 
planation of the Meaning of 
Another Noun or Pronoun, As 
a Modifier Denoting Possession 
or Origin, As the Equivalent of 
an Adverbial Phrase — Adjec- 
tive and Adverb: Adjective 
May Be Joined Directly to the 
Modified Word, May be Used 
as a Complement of Predicate, 
May be Used Alone as a Noun. 
Phrase Elements. 

Definition of a Phrase. 
Clause Elements. 

Definition of a Clause — Functions 
of Clauses : A Clause May 
Have the Function of a Noun, 
Of an Adjective, Of an Adverb 
— Rank of Clauses : Clauses 
May be of Equal Rank, Of 
Unequal Rank — Subordinating 
Connectives. 
Forms of Sentences. 
Simple Sentence. 

Sentences Have a Twofold Classi- 
fication, The Simplest Senten- 
tial Structure, Other Elements 
in a Simple Sentence, Com- 
pound Members. 
Complex Sentence. 
Compound Sentence. 

Definition of Compound Sen- 
tence: Connectives May be 
Understood. 



298 



Sentential Analysis. 

Analysis of Simple Sentences. 

Meaning of Analysis, Sentences 
Should not be Dismembered in 
Analysis, Subject and Predi- 
cate, Predicate Complements, 
Modifying Elements, Indepen- 
dent Elements andConnectives. 
Analysis of Complex and Compound 
Sentences. 
Mapping of Sentences — Models 
of Analysis. 

Part III. (25 Pages.) 
Tlie Parts of Speech.. 

The Noun — Its Subdivisions. 

Classes of Nouns — Common 
Nouns : Classes of Common 
Nouns, Other Nouns Regarded 
as Common — Proper Nouns : 
Proper Nouns Used as Com- 
mon Nouns. 

Inflections of the Noun. 

Definition of Inflection, Nouns 
Have Three Kinds of Inflection, 
Another Function of Nouns, 
Special Names of Inflections, 
Kinds of Change in Inflected 
Words — Number in Nouns : 
Definition of Number, Rules 
for Forming the Plural of 
Nouns — Gender in Nouns: How 
Words Denote Sex, Sex and 
Gender, Gender by Form or 
Meaning, Gender by Use or 
Context, Omission of Feminine 
Distinctions, Gender of Proper 
Names — Person in Nouns : 
Person of a Subject Noun — Case 
in Nouns : Meaning of the 
Word "Case," Number of 
Cases, The Nominative Case, 
Remarks on the Possessive 
Case, The Objective Case, 
Declension of Nouns — Func- 
tions of the Cases : Use of the 
No'minative Case, Use of the 
Possessive Case, Use of the 
Objective Case — Parsing the 
Noun : Oral Parsing, Written 
Parsing. 

Diagrams of Case Constructions. 
Models of Analysis. 

Table of Nouns. 

Inflections of Nouns. 

Part IY. (32 Pages.) 
The Adjective. 

Function of the Adjective, Its 
Place, Adjectives Classified 
With Respect to Form, Deri- 
vation of Adjectives, Compound 



SYNOPSES OF SIBJECTS 



TAUGHT IX 



The School of Bookkeeping and Stenography. 

GRAMMAR.— Continued. 



Adjectives, Adj ectives Classified 
With Respect to Functions. 

Inflection of the Adjective. 

Comparison : Positive, Compara- 
tive, and Superlative Degrees, 
General Principle, Modifica- 
tions in Spelling, Irregular 
Comparison, Parsing the 
Adjective, Adjective Equiva- 
lents, Expansion of Adjective 
Elements, Uses of Adjective 
Phrases and Clauses, Other 
Methods of Comparison. 

Table of the Adjective. 

The Pronoun. 

Function of the Pronoun, Ante- 
cedent of a Pronoun. 

Classes of Pronouns. 

Personal Pronouns : Function of 
the Personal Pronoun, Abso- 
lute Possessive Pronouns, Com- 
pound Personal Pronouns — 
Declension of Personal Pro- 
nouns — Relative Pronouns : 
Function of the Relative Pro- 
noun, The Simple Relative, 
Relatives in Restrictive and 
in Coordinating Clauses, The 
Double or Compound Relative, 
Substitutes for Relatives — 
Interrogative Pronouns — Dem- 
onstrative Pronouns — Indefi- 
nite Pronouns — Parsing the 
Pronoun : Model for Written 
Parsing. 

Table of Pronouns. 

Part V. (29 Pages.) 

The Verb. 

Function of the Verb, What it is 
that Verbs Express, Action and 
State, Verbs Active and Verbs 
Neuter, Classes of Active Verbs, 
Transitive Verbs Active and 
Passive, Other Transitive Verbs. 

Inflections of the Verb. 

Conjugation — Mode: The Func- 
tion of Mode, Modes are Four 
in Number, Indicative Mode, 
Imperative Mode, Subjunctive 
Mode, Indicative and Subjunc- 
tive Modes Contrasted, Infini 
tive Mode, Forms of the Infini- 
tive, Two Kinds of Predication, 
Elements that may be Associ- 
ated with the Infinitive, 
Functions of the Infinitive, 
Verbals — Tense: Function of 
Tense, Divisions of Time, Verb 
Phrases. Action as Denoted by 
Verb Phrases, Number and 



299 



Names of the Tenses, Progress- 
ive Passive, Interrogative Tense 
Forms, Potential Verb Phrases, 
Analysis of Verb Phases, Rela- 
tions of the Tense With Respect 
to Time. 

Part VI. (38 Pages.) 

The Different Modes with Regard 
to Time, Effect of Certain Ele- 
ments in Tense Phrases, Per- 
son and Number of Verbs — 
Verbs Regular and Irregular: 
The Inflectional Base, Princi- 
pal Parts of a Verb, Redundant 
Verbs, Defective Verbs, Old or 
Strong and New or Weak Verbs, 
List of Irregular Verbs — Conju- 
gation : "Be" and "Have," 
Use of "Shall" and "Will," 
Parsing the Verb, Analysis of 
Verb Phrases, Written Parsing 
of Verbs. 

Table of Verbs. 

Inflections of Verbs. 

The Adverb. 

Functions of the Adverb, Adjec- 
tives and Adverbs with Certain 
Verbs, Adverbs Classified Ac- 
cording to Use, How to Distin- 
guish the Modal Adverb, 
Classes of Modal Adverbs, Ad- 
verbs Classified According to 
Meaning, The Responsives, 
Comparison of Adverbs, The 
Adverb "There," Phrase and 
Clause Adverbs, Parsing the 
Adverb. 

Table of the Adverb. 

The Preposition. 

Function of the Preposition, List 
of Prepositions, Classes of Prep- 
ositions, Object of a Preposition, 
Parsing Prepositions. 

Table of the Preposition. 

The Conjunction. 

Functions of the Preposition and 
the Conjunction Compared — 
Classes of Conjunctions: Co- 
ordinating Conjunctions, Sub- 
ordinating Conjunctions, Cor- 
relatives, Parsing the Conjunc- 
tion, Complex and Compound 
Sentences. 

Table of the Conjunction. 

The Interjection. 

The Interjection is Not a Part of 
Speech, Use of the Interjec- 
tion, Thought Expressed by 
Interjections, Exclamatory 
Phrases, Exclamatory Series. 



SYNOPSES OF SIBJECTS 



TAUGHT IN 

The School of Bookkeeping and Stenography. 

PENMANSHIP: VERTICAL OR SLANTING. 

(30 Pages.) 

Instruction in this Paper is given in the Complete Commercial, Bookkeeping and Business Forms, and 

Complete Stenographic Scholarships, and as a Separate Study. The Student has his choice 

of instruction either in the Vertical or the Slanting Style of Penmanship. 

lar or Forearm Movement, 
Finger Movement, Combined 
Movement. 
Dimensions. 
Principles, 

Lines, Right and Left Curves, 
Straight Line, Slant. 
Detailed Instructions. 
Small Letters. 
Figures. 

Capital Letters. 
Fifty Copy Slips wltli Full Instruc- 
tions for Making Each Copy. 



Preliminary Instructions. 

General Remarks. 
Method of Practice. 
Materials. 

Penholders, Pens, Ink, Paper. 
Positions. 

Front Position Illustrated by 
Photograph, Position of Arm, 
Position of Hand, Holding the 
Pen, Side Position Illustrated 
by Photograph. 
Movements. 

Whole-Arm Movement, Muscu- 



SPELLING. 

(39 Pages.) 
Instruction in this Paper is given in the Complete Commercial, and Complete Stenographic Scholarships, 

and as a Separate Study. 



Rules for Spelling. 

Plural Forms of Nouns Ending 
with Various Letters and Com- 
binations of Letters. 
Familiar Words. 

Miscellaneous — The Clock — Rela- 
tives — The House — In the 
Schoolrooms — Birds — What 
Birds Do and Have — Water — 
Land — Dining Room — Bed- 
room — Parlor — Trees — Tools 
— Clothing — Words of Similar 
Meaning — In the Country — 
Vegetables — Abbreviations — 
Boats — Fruits — Flowers — 
Geography — Arithmetic — Used 
in Cooking — Opposites — Food 
— Occupation s — Outdoor Sports 



— Homonyms — Exercises in 
Supplying Words Necessary to 
Complete Sentences — Arith- 
metic — Animal Sounds — In- 
sects — Synonyms — Masculine 
and Feminine Words — Oppo- 
sites — Mining — Farming — 
Cloth— On the Writing Desk- 
Known by Seeing, Smelling, 
Tasting, Touching and Hear- 
ing — History — Diseases — 
Army Words — Newspaper 
Terms — Words Liable to be 
Confounded — States and Terri- 
tories With Their Abbrevia- 
tions — Table of Common 
Abbreviations — Numerous 
Review and Advance Exercises. 



SINGLE-ENTRY BOOKEEPING. 

(66 Pages.) 

Instruction in this Paj)er is given in the Complete Commercial, and Bookkeeping and Business Forms 

Scholarships, and as a Separate Study. 



Part I. (16 Pages.) 
Introductory . 

Definitions: Bookkeeping, Book- 
keeping and Its Uses, Single 
Entry, Double Entry, Debit, 
Credit, When to Debit, When 
to Credit — Illustrations. 
Mercantile Terms, Abbreviations, 
Signs, and Characters. 
Mercantile Terms: Definitions — 
Commercial Characters. 
Commercial Abbreviations. 
The Single-Entry System. 

Books Used: Journal Ledger — 
Transactions for a Model Set in 
the Grocery Business. 

Part II. (34 Pages.) 
Books Used. 

Day Book or Journal, 
Cash Book. 



Ledger. 

Explanations Concerning Business 
Transactions. 
Deposit Slip or Ticket, Signature 
Book, Check Book, Check Stub, 
Certified Check, Receipt, 
Voucher, Lease, Insurance 
Policy, Invoices or Bills, 
Drafts, Sight Draft, Time Draft, 
Accepting a Draft, Bills Re- 
ceivable, Bills Payable, Bill 
Book, Promissory Note, Joint 
and Several Note, Statement of 
Account. 

Transactions for a Model Set in 

THE Grocery Business. 

Opening Entry, Transactions, 

Investment Entry, Form for 

Day Book, Form for Cash 

Book, Indexing the Ledger, 



SYNOPSES OF SIBJECTS 



TAUGHT IN 



The School of Bookkeeping and Stenography. 

SINGLE- ENTRY BOOKKEEPI NG.— Continuea. 



Posting, Statement of the Busi- 
ness, Inventory, Present 
Worth. 

Part III. (16 Pages.) 

Explanations Concerning Business 

Transactions. 

A Set of Partnership Books, 

Agreement of Partnership, Due 

Bills, Shipment, Gross Pro- 



ceeds, Net Proceeds, Consign- 
ments, Account Sales. 
Transactions for a Model Set in 
THE Wholesale Flour Business. 
Partnership and Changing to 
Single Proprietor — Account 
Sales — Transactions and En- 
tries — Forms for Day Book, 
Cash Book, and Ledger, and 
Statement of the Business. 



DOUBLE-ENTRY BOOKKEEPING. 

(162 Pages.) 

iTistruction in this Paper is given in the Complete Commercial, and Bookkeeping and Business Forms 

Scholarships, aiid as a Separate Study. 



Part I. (51 Pages.) 

Introductory. 

Detinitions : Bookkeeping, Book- 
• keeping and Its Uses, Single 
Entry, Double Entry, Debit, 
Credit, When to Debit, When 
to Credit. 
Mercantile Terms, Abbreviations, 
Signs, and Characters. 
Explanations of Mercantile 
Terms — Commercial Abbrevia- 
tions — Signs and Characters. 
Explanations Concerning Business 
Transactions. 
Deposit S I ips, Signature Slip, Pass 
Book, Banking Ledger, Checks, 
Check Book, Check Stub, Re- 
ceipts, Vouchers, Invoices, 
Bills, Bills Payable, Promis- 
sory Notes, Joint Notes, Joint 
and Several Notes, Bill Book, 
Ruling Practice. 
The Double- En. ry System. 
Books Used. 

The Journal, Day Book Journal, 
Ledger. 
Transactions for Model Set in the 
Flour Business. 
Indexing, Price List or Price 
Book — Price List for Transac- 
tions in Model Set — Opening 
Entry — Transactions — Form 
of Entries in Journal — Posting 
from the Journal to the Ledger: 
Posting Debit Items Only, Post- 
ing Credit Items Only — Trial 
Balance. 
How TO Make Out a Statement of 
Your Business. 
Resources, Liabilities, Gains, 
Losses, Non-Speculative and 
Speculative Accounts. 
How TO Close a Set of Books. 

PartH. (15 Pages.) 
Grocery Business. 

Books Used, Opening Entry, 
Cash Book, Posting from Cash 



Book to Ledger, Transactions 
for Model Set, Statement of 
Account. 

Price List for Model Set. 

Transactions for Model Set. 

Entries of Transactions in Cash 
Book. Journal, and Ledger. 

Trial Balance and Statement. 

Balance of Balances. 

Part III. (25 Pages.) 

rurnlture Business. 

Books Used, Special Columns in 
Cash Book, Journal, Ledger, 
Joint Note, Certificate of De- 
posit, Certified Check, Bills Re- 
ceivable, Drafts, Sight Draft, 
Principal and Surety Note, 
Time Drafts, Bills of Exchange, 
Cashier's Check, Bank Drafts, 
Due Bill, Post Office Money 
Order, Express Money Order, 
Opening Entry, Inventory, 
How to Close the Ledger. 

Price List for Model Set in the 
Furniture Business. 

Transactions for Model Set. 

Entries of Transactions in Cash 
Book, Sales Book, Journal, and 
Ledger. 

Inventory for Model Set. 

Statement of Business. 

Balance of Balances. 

Part IV. (17 Pages.) 

Dry Goods Business. 

Books Used, Cash Journal, Open- 
ing Entry, Posting, Taking 
Trial Balance. 
Price List for Model Set in the 

Furniture Business. 
Transactions for Model Set. 
Entries of Transactions in Cash 
Journal, Sales Book, and Ledger. 
Inventory. 
Trial Balance. 
Statement of Business. 



SYNOPSES OF SUBJECTS 



TAUGHT IN 



The School of Bookkeeping and Stenography. 

DOUBLE- ENTRY BOOKKEEPI NG.— Continued. 



PakT Y. f^TP^GES.) 

General Mercliaiidlse Business. 

PART^^ERSHIP. 

Books Used, Order Book, Pur- 
chase Book, Opening Entry, 
Articles of Copartnership, Lease, 
Insurance Policy, Shipping or 
Forwarding Order, Closing 
Books. 
Price List of Model Set in General 

Merchandise Business. 
Transactions for Model Set. 
Entries of Transactions in Journal, 
Purchase Book, Order Book, 
Sales Book, and Ledger. 
Ledger Index. 
Trial Balance. 
Inventory. 
Statement of Business. 



PartVL (27 Pages.) 

Produce and Provision Business. 

Opening for a Partnership. 

Books Used, Six-Column Journal, 
Opening Entry, Entering 
Transactions, New Accounts, 
Shipments, Consignments, Ac- 
countSales, Account Purchase, 
Suspense Account. 
Price List for Set of Books in the 

Produce and Provision Business. 
Transactions for Model Set. 
Entries of Transactions in Six- 
Column Journal, Order Book, 
Sales Book, and Ledger. 
Trial Balance. 
Statement of Business. 



OPENING, CLOSING, AND CHANGING BOOKS. 

(24 Pages.) 

Instruction in this Paper is given in the Complete Co7nma-ciaZ, and Bookkeeping and Business Forms 

Scholarships, and as a Separate Study. 



Part I. (16 Pages.) 

Changing from Single to Double 
Entry. 

First Half of Month. 

Open Books by Single Entry — 
Enter Transactions — Post — 
Take Inventories — Make State- 
ment of Resources and Liabili- 
ties — Find Loss or Gain — Enter 
and Post Gain to Proprietor's 
Account — Make and Post En- 
tries Necessary to Change Books 
to Double Entry — Balance the 
Cash Book — Rule Up Ledger 
Accounts that Balance. 

Last Half of Month. 

Enter Transactions, Using Dou- 
ble-Entry Form — Post — Take 
Trial Balance — Make State- 
ment of Resources and Liabili- 
ties, Losses and Gains — Find 
and Enter Inventories — Close 
Speculative Accounts — Close 
Loss-and-Gain Account — Close 
Non-Speculative Accounts — 
Rule all Ledger Accounts that 
Balance. 



Part II. (8 Pages.) 
from Double to 



Single 



Cbanging 
Entry. 

FiRbT Half of Month, 

Open Books by Double Entry 
Form — Enter Transactions — 
Post — Take Trial Balance — 
Make Statement of Resources 
and Liabilities, Losses and 
Gains— Find and Enter Inven- 
tories—Close Speculative Ac- 
counts — Close Loss-and-Gain 
Account — Close Non-Specula- 
tive Accounts — Rule all Ledger 
Accounts that Balance. 

Last Half of Month. 

Enter Transactions Using Single- 
Entry Form— Post— Take In- 
ventories — Make Statement of 
Resources and Liabilities — 
Find Loss or Gain— Enter and 
Post Gain to Proprietor's Ac- 
count — Make and Post Entries 
Necessary to Change Books to 
Double Entry — Balance the 
Cash Book — Rule all Ledger 
Accounts that Balance — Make 
and Post Entries Necessary to 
Change Books to Double. 



STENOGRAPHY. 

(158 Pages.) 
Inatruction in this Paper is given in the Complete Commercial, and Complete Stenographic Seholar^tips. 

and as a Separate Study. 

Part I. (10 Pages.) The Alphabet. 

Directions to the Student. ^^^^^^^,^^^^'Qn.^^;„v.^-o^.^^. t> »„, 

Remarks on Lesson I. Regular Straight Stems— Regnlar 

Introductory. Curved Stems — Irregular 

The Alphabet and Consonants. Stems. 

^ 302 



SYNOPSES OF SIBJECTS 



TAUGHT IN 



The School of Bookkeeping and Stenography. 

STENOGRAPHY.— Continued. 



Part II. (10 Pages.) 
Remarks on Lesson II. 

Positions of Words — Positions of 
Vowels. 
Alphabet. 

Consononts — Duplicates — Long 
Vowels — Short Vowels — Diph- 
thongs. 
Vo\^'els. 

Long Vowels, Positions of Words ; 
Short Vowels, Vowels Between 
Consonants, Diphthongs, 
Diphthong Between Vowels, 
Consecutive Vowels, Two 
Vowels on One Stem, Words 
Beginning with I or 01, W 
and Y. 
Writing Exercises. 

Directions, Long Vowels, Short 
Vowels, Diphthongs, Vowels 
Following Diphthongs. 

PartIIL (U Pages.) 
Remarks on I^esson III. 

Rules for Writing L, R, and SH. 
The Aspirate. 
A^'ord Signs and Contractions. 
Detinitions, Phrasing. 
Writing Exercises for L, R, and 
SH. 
Rules for L, R, and SH, Word 
Signs, Ticks — Initial Ticks on 
Simple Stems — Medial Ticks — 
Final Ticks. 

Part IV. (11 Pages.) 
Remarks on Lesson IV. 
Circles and Loops. 

Small Circle for S and Z Phrasing. 
Large Circle for SES and SEZ 

Phrasing. 
Loops for ST and STR Phrasing. 
Word Signs. 

Writing Exercises Containing 
S-Circle, SES-Circle, and Loops. 

PartV. (15 Pages.) 
Remarks on Lesson V. 

Combinations of Consonants, 
Triple Consonants, Vocalizing 
Hooked Stems, Phrasing. 
R- and L-Hooks. 

Combinations of Consonants. 
Initial Hook for R. 

Phrasing — R-Hook Contractions. 
Initial Hook for L. 

Phrasing — L-Hook Contractions. 
Hooks Combined with Circles and 

Loops 
Vocalization of Initial Hooks. 
Word Signs — Writing Exercises. 
The R-Hook — Initial Ticks 
Before the R-Hook — The L- 



Hook— Initial Ticks Before the 
L-Hook — Hooks with Circles 
and Loops — Vo calization 
Hooks. 

Words Ending with R. 

Hook R — Downward R — Upward 
R. 

Words Ending with L. 

Hook L — Downward L— Upward 
L. 

Part VI. (14 Pages.) 
Remarks on Lesson VI. 

Small Final Hooks, Final Hooks 

for F and V, Large Initial 

Hooks for Y and W, The W- 

Hook. 

Small Final, and Large Initial HookSi 

Final Hook for N. 

Phrasing — N-Hook Contractions, 
Final Hook for F and V. 

Phrasing — F-Hook Contractions. 
Initial Hook for Y. 

Word Signs. 
Initial Hook for W. 

Phrasing — W-Hook Contractions 
— Writing Exercises : The N- 
Hook — Final Hooks After the 
N-Hook— The F-Hook. 
Final Ticks After the F-Hook. 

The Y-Hook, The W-Hook. 
Stenotypy. 

Illustrations of Stenotypy. 

Part VII. (9 Pages.) 
Remarks on Lesson VII. 

The TER-Hook, The M-Hook, 
The TION-Hook. 
Final Hooks. 

Final Hooks for TER, DER, and 
THER. 

Phrasing. 
Final Hook for M. 

Phrasing. 
Final Hook for TION. 
M-HooK Contractions. 
TION-Hook Contractions. 
Writing Exercises. 

The TER-Hook, The M-Hook, 
The TION-Hook. 

Part VIII. (17 Pages.) 
Remarks on Lesson VIII. 

Halving, Lengthening, Curved 
, Stems, Special Rules and Sug- 
gestions, Similar Words Dis- 
tinguished, Peculiar Outlines, 
Omission of Consonants. 
Halving, Lengthening, and Special 
Rules. 
Halving to add T or D : Phrasing. 
Lengthening for TER, DER, and 
THER: Phrasing. 



SYNOPSES OF SIBJECTS 



TAUGHT IN 



The School of Bookkeeping and Stenography. 

STENOGRAPHY.— Continued. 



Half-Length Contractions. 

Special Rules and Suggestions. 

Phrasing. 

Coalescents. 

Half-Length Contractions. 

Writing Exercises. 

Halving, Lengthening. 

Similar Words Distinguished. 

Positive and Negative Words. 

Further Exercises on TION. 

Part IX. (16 Pages.) 

Remarks on Lesson IX. 

Prefixes and Affixes. 
Prefixes and Affixes. 

Prefixes. 

Affixes. 

Writing Exercise : Prefixes and 
Affixes. 

Initials. 

The Choice of Outlines. 

Word Signs. 

Contractions and Word Forms. 
Simple Contractions — Initial Cir- 
cles — Final Circles and Loops — 
R-Hook — L-Hook — Circle and 
Hook Combinations — F-Hook 
N-Hook— Large Hooks— TION- 
Hook. 



PartX. (12 Pages.) 
Phrasing. 
Simple Phrasing, 
Group Phrasing. 
Illustrative Phrases. 
Writing Exercises. 
Illustrative Phrases. 

Part XI. (19 Pages.) 

Office Work. 

The Amanuensis, Qualifications, 
Materials, Shorthand, Tyi)e- 
writing. Transcribing, Apply- 
ing for a Position, Entering a 
Position, Sources of Error, 
Special Preparation. 

Part XII. (14 Pages.) 

Qualifications of the Stenogra- 
pher, Appointment, Note 
Books or Loose Sheets of Paper, 
Forms of Note Taking, What 
to Take and What Not to Take, 
Punctuating Notes, Indexing 
Notes, Transcribing, Speci- 
mens of Court Stenographer's 
Work. 



LETTER WRITING. 

[Tistruction in this Paper is given in the Complete Commercial, and Complete Stenographic Scholarships. 



Part I. 
Historical Introduction. 

Antiquity of Letter Writing, His- 
torical Sketch, United States 
Post-Office Statistics. 
I>eflnitlons : Importance of Letter 
\Vrltlng. 

A Letter, Correspondence, Private 
Letters, Public Letters, Impor- 
tance of Letter Writing. 
Framevrork of the Letter. 
Materials. 

Paper : Color, Ruled and Unruled, 
Quality— Envelopes — Ink. 
Parts of a Letter. 

Essential and Incidental Parts, 
Usual Arrangement of Parts oi 
an Ordinary Business Letter — 
Heading: Punctuation, Various 
Forms of Headings, Date at 
End of Letter — Address and 
Salutation : Position of Address, 
Of Salutation, Punctuation, 
Specimens of Introductory Por- 
tion of a Letter — Body of the 
Letter : Margin — Conclusion : 
Complimentary Close, Sub- 
scription or Signature, Punc- 
tuation, Sample Forms of Con- 



304 



elusion — Superscription : Ar- 
rangement, Specimen Super- 
scriptions, Punctuation — Post- 
script — Nota Bene — Folding : 
Insertion of the Letter — The 
Stamp — Return Directions. 
Titles : Forms of Address and Salu- 
tation. 

Classification of Titles. 
Preliminary Remarks. 

Titles of Address. 

Mister, Gentlemen, Esquire, 
Master, Mistress, Mesdames, 
Miss, Senior, Junior, Honor- 
able, Right Honorable, Rev- 
erend, Reverend Doctor, Very 
Reverend, Right Reverend, 
Lordship, Grace, Excellency. 

Titles of Honor. 

Hereditary Titles: Emperor, King, 
Queen, Prince of Wales, Duke, 
Marquis, Earl, Viscount, Baron, 
Baronet— Civil Titles Not He- 
reditary : President of the 
United States, Vice-President, 
Governor of a State, Ambassa- 
dor, Envoy, Charge D' Affaires, 
Consul, Cabinet Officer, Attor- 
ney-General of a State, Senator 



SYNOPSES OF SIBJECTS 



tai(tHt in 



The School of Bookkeeping and Stenography. 

LETTER WRITING.— Continued. 



or Representative in Congress, 
Legislator, Judge, Sheriff, 
Alderman, President of a 
Board, President of a College — 
Naval and Military Titles : 
Admiral, General, Colonel, 
Major, Captain, Lieutenant — 
Ecclesiastical Titles: Arch- 
bishop, Bishop, Cardinal, 
Clergyman, Dean, Pope, Pre- 
late, Rabbi. 
Titles of Distinction. 

Life and Honorary Titles : Lord, 
Lord Chancellor, Lord Mayor, 
Knight, Lady, Princess, 
Duchess, Countess, Baroness — 
Scholastic Titles : Degrees, 
Professor. 
Petitions. 

United States Senate, House of 
Representatives, House of 
Lords, House of Commons, 
Canadian Parliament, Legisla- 
ture, Court, Board of Education. 
Abbreviations and Contractions. 

Use and Abuse of Abbreviations 
and Contractions. 
List of Abbreviations. 

Abbreviations Relating to Busi- 
ness — To Legal and Civil Affairs 
— To Time — Geographical Ab- 
breviations — Abbreviations 
Relating to Church Affairs — To 
Orders and Societies — Of Titles 
— Of Degrees, Fellowships, etc. 
— Unclassified Abbreviations — 
Signs and Characters. 
Postal Information. 

Classes of Mail Matter : Rates of 
Postage : First- Class Matter, 
Second-Class Matter, Third- 
Class Matter, Fourth -Class 
Matter, Registration — Money 
Orders : Domestic. Foreign — 
Special Delivery — Valentines, 
Etc. — Rates of Foreign Postage 
— Suggestion^ to the Public. 

Part II. 
Composition of Letters. 

Invention and Expression. 

Spelling. 

Diction: Purity, Propriety, Pre- 
cision, Incorrect Expressions, 
Short and Long Words, Big 
Words— Construction of Sen- 
tences : Characteristics of a 
Good Sentence, Grammatical 
Errors, Clearness, Length of 
Sentences, Loose and Periodic 
Sentences, Variety in the Use 
of Sentences. 



305 



Punctuation. 

Construction of Paragraphs: 
Unity, Continuity. 
Style in Letter Writing. 

The Epistolary Style, Suitability 
of Style to Subject. 

Style in Business Correspond- 
ence ; Brevity. 

Style in Social Correspondence. 
General Suggestions. 

Courtesy, Truthfulness, Copying 
Letters, Enclosing Stamp, 
Promptness, Date of Letter, 
Remittances, Care of Letters, 
Indorsement of Letters, Legi- 
bility, Deliberation, Neatness. 
Analysis of Letters. 

Business Letters Analyzed. 

Letter Ordering Goods, Letter 
Acknowledging Order f o r 
Goods, Letter of Application, 
Letters of Introduction. 
Social Letters Analyzed, 

Letter of Congratulation, Letter 
of Condolence, Letter of De- 
scription, Letter of Narrative. 

Part III. 
Model Letters. 

Business Letters, 

Letters of Announcement — Wri- 
ting Advertisements — Letters of 
Appointment — Of Acceptance 
—<)f Declination — Of Resigna- 
tion — Of Business Advice — Or- 
dering Goods— Acknowledging 
Orders — With Enclosures: 
Checks, Drafts, To Order, Fold- 
ing the Enclosure, Endorse- 
ment — Letter Enclosing Re- 
mittance — Enclosing Invoice — 
Acknowledging Receipt of 
Money — Letters of Introduc- 
tion — Of Application— Of Cen- 
sure — Of Endorsement — Of 
Recommendation — Certificate 
of Recommendation — Letters 
of Business Solicitation — 
Of Inquiry — Dunning Letters 
— Letters of Information — Of 
Protest — Reports — Ci r culars — 
Cards — Telegrams — Rules and 
Rates — Cablegrams. 

Social Letters. 

Letters of Affection — Letter from 
a Lover to His Betrothed — 
T^etters of Friendship — Of Con- 
gratulation — Of Sympathy — 
Of Introduction — Letters of 
Censure — Of Condolence — Let- 
ters of Special Request— Letters 
of Earnest Good Counsel — Of 



^ 



SYNOPSES OF SUBJECTS 



TAUGHT IN 



The School of Bookkeeping and Stenography. 



LETTER N/VRITING. 

Inquiry — Of Narrativ e — Of 
Gratitude — Of Invitation : An- 
swers to Same — Letters of 
Acceptance — Of Declination — 
Notes — Cards — Special Features 
— Materials — Size — Envelopes 
— French Phrases — Visiting 
Cards : Inscription, Titles, 
Style, Ceremonial Cards, Be- 



— Continued. 

trothal Cards, Presentatioa 
Cards, Memorial Cards — Famil- 
iar Notes — Dinners — Wedding 
Invitations — Announcement — 
Wedding Anniversaries— Vari- 
ous Forms. 
Public Letters. 

Open Letters — How to Write for 
the Press — Official Letters. 



PUNCTUATION AND CAPITALIZATION. 

(54 Pages.) 

Instruction in this Paper is given in Connection with Grammar in the Complete Commercial and 

Complete Stenographic Scholarships, and vxith Grammar as a Separate Study. 



Punctuation . 

General Considerations. 

Punctuation — Divisions of the 
Subject : Logical, Rhetorical, 
Grammatical, Etymological 
Punctuation, and Punctuation 
for Emphasis and Reference — 
Classification of the Points : 
Grammatical Punctuation, 
Logical and Rhetorical Punc- 
tuation, Etymological Punctua- 
tion, Punctuation for Refer- 
ence, Technical Marks, Taste 
and Judgment in Punctuation. 

Grammar in Punctuation. 

Sentential Elements, Phrases and 
Clauses, Three Important Prin- 
ciples, A General Rule, Origin 
of the Marks of Punctuation. 

The Comma. 

General Principles : Interpola- 
tion of Elements, Ellipsis of 
Elements, Transposition of 
Elements. 
Rules for Punctuation. 

Insufficiency of Rules — Logical 
Elements — R hetorical Ele- 
ments — Parenthetical Gram- 
matical Elements — Transposed 
Expressions — Dependent 
Clauses — Relative Clauses — Ap- 
position — Contrast, Omitted 
Connectives, Disjunctive Con- 
nection — Addresses — Absolute 
Constructions — Informal In- 
troduction — Ellipsis of th e Verb 
— Dates. 

The Semicolon. 

Added Clauses — Subdivided 
Clauses — Coordinate Clauses — 
Dependent Particulars — Appos- 
itive Particulars — Introduc- 
tory Expressions — Compound 
Series. 

The Colon. 

Subdivided Members — F o r m a 1 
Quotations — "Yes" and "No" 
—Title Pages. 

The Period. 

Complete Sentences — Abbrevia- 
tions — Side Heads —Tabular 
Matter. 



The Interrogation Point. 

Direct Questions — Doubt — Quotes 
tions within Questions. 
The Exclamation Point. 

Exclamatory Sentences, Ex- 
clamatory Expressions — 
Graduated Emotion. 
The Dash. 

Changes in Sense or Construction 
— Rhetorical Pans e— Rhetor- 
ical Repetition — Generalization 
— Parenthetical Dash — Omis- 
sions — Titles Run In— For In- 
troductory Words — Authori- 
ties. 
The Marks of Parenthesis. 
Brackets. 
Quotation Marks. 

Direct Quotations — Quoted Quo- 
tations — Consecutive Para- 
graph Quoted. 
The Apostrophe. 

Omission — Possessive Case. 
Letters and Characters. 
Systems of Type. 

The Old System— The "Point" 
System : Old Style and Point 
Sizes.. 
Printers' Marks. 

Accents, Apostrophe, Braces, 
Caret, Cedilla, Dieresis, Ditto 
Marks, Ellipses, Emphasis, 
Hyphen, Paragraph, Marks of 
Quantity, Reference Marks, 
Tilde. 
Use of Capitals. 
Capital Letters. 

Headings — First Words — Exam- 
ples and Numbered Items — 
Quoted Titles — Names of Deity 
— Roman Numerals — Proper 
Names — Sacred Writings — 
Derivations from Proper Names 
— Zoological Names— Botanical 
Names — P ersonificatio n — 
Terms Defined — Titles — Im- 
portant Words— I and O. 
Compound TVords. 
General Principles. 

Compound Nouns Made of Two 
Nouns : Some Words Used as 
f. Inseparable Suffixes. 



Sample Page of Instruction Paper. Bookkeeping. 

27 DOUBLE-ENTRY BOOKKEEPING. 19 



EXPLAXATIO:^rS COXCERNIXG BUSIIS'ESS TRAXS- 

ACTIOXS. 

9. Deposit Slips. — A deposit slip, or deposit ticket, is a 
paper specially prepared and furnished by the banks, so that 
each depositor may fill out and present, with his Pass Book, 
an itemized statement of the different items for deposit, such 
as gold, silver, checks, notes, drafts, etc. If the banker 
finds the items for deposit correct in all respects, he will 
place the sum of the deposit to your credit in your Pass Book 
and on the other books of the bank. Whenever you wish to 
make a deposit of currency (gold, silver, or paper money) in 
the bank, count up the money to be deposited and fill out the 
deposit slip as shown in the following form : 



DEPOSITED BY 



V^ 



...IN... 

The International 
Correspondence Schools Bank. 



Scranton, Fa.,. 



^ Z 189A 



PLEASE LIST EACH CHECK. SEPARATELY. 



R'llk 


DOLLARS 


CENTS. 


GnlH 






SiliiPr 






Cherks 











































If you wish to deposit only checks, fill out the deposit slip 
as on the next page. If you wish to deposit both currency 
and checks, fill out the slip w4th both in their proper places 
and add them toeether. 



r,07 



Sample Page of Question Paper. Stenography. 
§ 37 STENOGRAPHY. 3 

aE:N^EIlAL DIRECTIOIN^S. 

The S-circle may be added to a word sign to form the 
plural or the possessive case, or the third person singular of 
verbs. 

The S-circle may be added to any word sign, for either 
of the words As, Has, Is, His^ Us, or Say. 

The S-circle may be prefixed to any word sign, to 
indicate either of the words Is, His, As, or Has. Where 
this is done, however, the circle must be written above the 
line for Is or His, and on the line for As or Has. 

The Ses-circle may be written above the line for Is 
his. His is, or Is as, and on the line for As is, As his, or 
As has. 



CIRCLES, STEM-S, ETC. 

(29) Obesity ^^V^'j" back sighs y<?r size. Asthma may -be 
//2^-cause. 

(30) Si/as feels uneasy, with so-many gypsies opposite 
his -house. 

(31) See the-hnsj bees among //^^-daisies, ivhere Asa 
/^-mowing. 

(32) Zucy Jias rosy cheeks, but Susie is pale and-^\Qk.ly. 

(33) 772^-assignee takes the-property, and assumes to pay 
Jesse's debts. 

(34) The-Cz3.r was uneasy, for-it-iuas said //^^-Cossacks 
were-ri?>mg. 

(35) If you decide to deceive and-disohey Jessup, he-will 
a.sk you to-resign. 

(36) Sarah says the-'po/icies are /;2- Joseph's safe. 

(37) He fancies that-he-sees argosies sai/ing in the- 
sv.mmer-skies. 

(38) Do-they pursue ///^-science ^/botany at i?ugby ? 

(39) Jason bought ^-dozen basins at Mason's yi7r-us. 

308 



THE ENGLISH BRANCHES. 



Education Necessary to Success. 

The English branches he at the root of all knowledge. To the man with 
a thorough grounding in these subjects the whole field of endeavor is open. 
Owing to the great developments taking place in every line of industry, with 
the consequent demand on all one's powers, no man can afford to let any- 
thing lessen his efiiciency in his chosen profession. That the English branches 
enter into every calling shows the importance of a knowledge of these sub- 
jects; he that staggers along without this knowledge is seriously handicapped 
in those things that make for success. 

In no way can deficiencies of education be so quickly made up as through 
our English Branches Course. All we require of the student is a knowledge 
of reading and writing sufficient to make out the contents of a letter and 
to write simple sentences. No matter how dull the student — he may be 
a very child in knowledge — we can teach him what he wishes to know, if he 
will study as we direct. 

Success Won From Defeat. 

I made three attempts to improve myself at night school, but 
gave up each time, as I was so backward. So up to 1895 I could only 
write my name and read a little. I then took the English Branches Course, 
and can now lorite and spell tvell, and completed the arithmetic in June, 
1898. While studying, I worked 84 hours per week, as in the steel busi- 
ness it is necessary to work Sundays. I am now a foreman, and my 
salary has been increased 60 per cent. My ability to asstune the respon- 
sibilities of the position I now hold, I attribute entirely to the education 
received through the Schools. I recommend The International Correspond- 
ence Schools to every one ambitious to succeed. 

Michael Sullivan, Latrobe, Pa. 

Two Courses in English Branches. 

The Schools offer two Courses in the English Branches: 

The first Course includes instruction in Arithmetic, Spelling, Penmanship, 
Letter Writing, Grammar, Geography, United States History, and United States Civil 
Government. The student that completes this Course has a clear understand- 
ing of mathematical processes; is familiar with the pronunciation and spelling 
of words; and knows clearly the application of grammatical rules. The instruc- 
tion in penmanship will make him a first-class penman; and in letter writing 
he is taught to compose, without error, business and social letters. 

The second Course includes instruction in Arithmetic, Spelling, Grammar, 
Penmanship, and Letter Writing. This Course will qualify any one to pass the 
examinations for postal clerk, customs official, etc., or for certain positions 
in the army or navy. 

If the student does not wish to take a full Course, he may take part of it; 
or, if he so desires, may study one subject only. In every case, the instruc- 
tion is as complete and careful, for the ground it covers, as a full Course. 

Deficiencies in Education Made Up. 

Sp ANGLER, Pa., June 11, 1900. 
The Intbrnational Correspondence Schools. 

Gentlemen: — When I enrolled in the Schools, I was very deficient in reading, writing, and 
arithmetic. After one year's study of my Course, however, I am happy to say that I was able to 
pass the examination for mine foreman. Your School is worthy of the highest praise. 

Yours truly, 

C. W. Stuabt. 
309 





ARITHMETIC. 

The Corner Stone of an Education. 

The ** science of numbers" is the corner stone of an education. A knowl- 
edge of arithmetic is almost a necessity; even the untutored savage reckons 
on his fingers and toes. The higher the state of civilization, the more essential 
and valuable mathematical knowledge becomes. 

In business life, a thorough knowledge of arithmetic is an indispensable 
condition of success. Without it, one's progress is like that of a man groping 
in the dark, while its possession enables one to improve every opportunity. 
Employes of business houses will find that the greater their knowledge, the 
greater their efiiciency and the more certain their chances of advancement. 
In arithmetic they have a most powerful ally, and one that will never fail them. 

Our Arithmetic Course conveys a thorough knowledge of this valuable 
science. By means of our instruction, any one can, at little expense and with 
no loss of time, become an arithmetician. 

Worth a Hundred Times Its Cost. 

I enrolled in the Mechanical Drawing Course in November, 1895. 
At that time / could read and write hut very little, and had no knowledge 
ivhatever of arithmetic. But the Instruction Papers were so plain and 
easy to master that in March, 1897, I completed the Course. Within 
a month from that time, I was promoted from foreman of the tool room 
to general foreman of the Dominion Cartridge Company, with an increase 
of 67 per cent, in my wages. I can say that what I learned from my 
Course in The International Correspondence Schools is worth to me more 
than a hundred times the price I paid for it. 

Stanislaus Rousseau, Broivnsburg, Quebec. 

The Schools' Course in Arithmetic. 

Our Arithmetic Course is, we believe, the simplest, clearest, and most 
useful treatise on the subject in print. The Course contains only what is 
useful; the merely curious or irrelevant has been rigidly excluded. The ten 
parts that constitute this arithmetic are replete with labor-saving methods. 
The various measures — both English and Metric — are very fully treated, with 
examples and illustrations covering every point. The instruction given in the 
use of formulas makes it a pleasure to use these abbreviated forms of arith- 
metic. Mensuration considers practical and commercial calculations only. 
The Papers on Ratio and Proportion, Percentage, Interest, Stocks and Bonds^ 
and Partnership are among the most valuable of their kind in existence. 

The instruction "begins at the beginning," and carries the student for- 
ward by easy stages to the highest forms of arithmetic. We guarantee success 
to any one of average intelligence that will follow our instructions, no matter 
how ''poor at figures" he may be. 

Kellar, the Greatest Living Magician, Testifies. 

MoNTOUK House, 
Opposite Court House, 
J. L. RiEHL, Proprietor. 

Danville, Pa., May 2. 1900. 
Bear Sir:— In reply to your request for my opinion regarding The International Corre- 
spondence Schools, I beg to say that I consider the system of instruction the very best that can be 
desired, and judging from their Course in Arithmetic, in which I am enrolled, I think any one 
of ordinary intelligence can acquire a thorough knowledge of the mathematics by carefully 
reading and observing the rules of the Instruction Papers. The system is so very simple thai any 
one who can read may leai-n. Yours truly, 

Harry Kellar (Magician). 
310 



SPELLING. 



Poor spelling Is Expensive. 

The art of spelling must not be passed over lightly: a man's or a woman's 
success depends more on it than appears at first sight. Good spelling has a 
commercial value. To be able to compose a correctly spelled letter is an 
accomplishment that no stenographer, typewriter, or correspondent can afford 
to neglect. He may be never so skilled in his particular line, but if he displays 
his ignorance of spelling his services will always be at a discount. 

The young man or woman that applies for a situation in poorly spelled 
language will almost invariably be ''turned down." A correctly spelled and 
well-worded letter inspires confidence in the reader, while bad spelling excites 
mistrust. 

Salesmen, window dressers, etc. should be good spellers. Many an other- 
wise excellent card or notice is marred by a misspelled word. Such ignorance 
repels many people that would otherwise be favorably impressed. 

Our Spelling Course will speedily make any one a good speller. 

Batteryman to Electric Signalman. 

I enrolled in the English Branches Course of The International 
Correspondence Schools June 23, 1896, at which time my education was 
yery limited, as I had to leave school and go to work when but eleven 
years of age. I made remarkable progress in this Course, and later on 
took up the Electrical Course. I started in as a batteryman on the 
Boston and Albany Railroad, and am now electric signalman on 
another road. My Course has been a great help to me in my work, as I am 
able to put into daily practice what I have learned through my 
connection with the Schools. I take pleasure in recommending your 
Schools to every enterprising workman. 

James H, Cokmick, ^l Collins St., Clarendon Mills, Mass. 




Our riethod of Teaching Spelling Is Unique. 

That ordinary textbooks were wholly inadequate to successfully teach 
spelling by correspondence was evident from the beginning. Our textbooks, 
therefore, were prepared on an original plan. That this plan is highly suc- 
cessful has been abundantly proved. 

In our method, the student becomes proficient by learning the differences 
between similar words and between contrasted words; and by supplying the 
proper words in incomplete sentences sent him by the Schools. A number of 
the words are classified under headings, so that the student will have some 
idea of their meaning, even if the words are new to him, from their associa- 
tion with familiar words. Moreover, he is drilled in the correction of 
misspelled words until he can quickly perceive a mistake. Contractions and 
abbreviations are also thoroughly treated. The words to be learned are set 
in large, clean type, on a clear, open page, so as to present to the mind a dis- 
tinct image. 

Much Pleased Witli Her Course. 

Medical Lake, Wash., March 18, 1899. 
The International Correspondence Schools, Scranton, Pa. 

Oentlemen:—! consider the methods of instruction of The International Correspondence Schools 
of the very best. I enrolled in the English Branches Course nearly two years ago, simply for the 
sake of self-improvement. Although I have received no financial benefits from my Course, 
I consider it a success, and intend taking another in the near future. 

Yours respectfully, 

Mrs. Margaret E. Dobbs. 
311 



PENMANSHIP. 



The Value of Good Penmanship. 

A man is judged by the company he keeps. Just as truly, a man may be 
judged by the letters he writes, for handwriting is an index to character. If 
one writes in cramped irregular characters, and the sheet looks somewhat as 
if a hen with inky feet had walked over it, the writer will, nine times out of 
ten, be set down as a sloven. If he is a business man, poor penmanship is 
like a millstone about his neck; if he is a clerk or bookkeeper, it is a 
tremendous hindrance to advancement. 

Applicants for positions are almost invariably required to furnish a 
specimen of their handwriting, and their success will largely depend on their 
penmanship. Many instances might be mentioned where a good business 
hand has been the means of obtaining desirable positions. 

It is not difficult to acquire this art. With a fair amount of persistence 
on his part, assisted and guided by our instruction, any one can soon become 
a first-class penman. 

Could Scarcely Write, But Learned. 

My work previous to enrolling in The International Correspondence 
Schools was principally as a factory and farm laborer. In beginning 
your Bookkeeping and Business Forms Course I had no knowledge of the 
subject, and 1 could scarcely write with a pen. It was frequently neces- 
sary for me to send to the Schools for additional information, and I am 
sure the teachers must have taken great pains with me, for all my ques- 
tions were fully explained, and made clear in every particular. Last August I 
accepted a position as bookkeeper and manager in a fruit-canning fac- 
tory. The Course has been of real and true benefit to me, and I will 
gladly recommend the Schools to any one that inquires about them. 

Walter Morse, Cooperstown, Md. 




Vertical and Slanting Penmanship. 

There are two styles of penmanship in common use: the Slanting and the 
Vertical. The Slanting or Old Style is adapted to those that naturally slant 
their letters, and simply wish to increase the neatness and legibility of their 
hand. The Vertical Style is as easily learned as the Old Style, is more legible 
and open, and can be more rapidly written. It is fast coming into favor as a 
business hand. It is especially suitable for those that have found difficulty in 
getting good results from the Slanting Style. We teach either style, as pre- 
ferred by the student. 

In our Course we do not teach the student a flourishing and ornate style 
of handwriting, but the firm, simple, and legible one universally preferred by 
business men. The different positions of the body, arm, and fingers are 
shown with the aid of photographic illustrations. Any one that follows the 
instructions is able, on the completion of the Course, to write an exceedingly 
neat, rapid, and readable hand. 

A First'Class Investment. 

Chillicothe, Mo., August 8, 1899. 
The International Correspondence Schools. 

Dear Sirs:—! would not exchange the knowledge I have obtained in my Course in English 
Branches for four times the price of the Course. I have received a great deal of 'benefit from it 
already, and expect to be able to fill a higher position as soon as I get through my studies. A 
Course in your Schools is the best investment a person can possibly make. 

Yours sincerely, 

Cassius Standart. 
312 



LETTER WRITING. 

The Art of Letter Writing. 

Letter writing and penmanship go hand in hand. Good handwriting 
pleases the eye and makes the favorable first impression; correct letter writing 
deepens that impression and opens the way to conviction. 

So valuable an accomplishment, therefore, should not be neglected. In 
every walk of life, the man that can put his ideas on paper, and do so in a 
forceful, elegant manner, has a tremendous advantage over the man that is 
ignorant of the proprieties and niceties of correspondence. In applying for a 
position in business life, it is only the few that have written the best letters 
that are granted interviews. After the position has been secured, judicious 
letter writing is usually an important factor in success. The secretary that 
can be trusted by his employer to write a correct, forceful, and convincing 
business letter is too valuable a man to lose. He is, in fact, in line for a posi- 
tion as manager, or perhaps for a junior partnership. 

A Clerk Benefited. 

I deem it a duty to express my entire satisfaction with the Course 
in English Branches that I am taking Avith The International Corre- 
spondence Schools, Scranton, Pa., and to testify to the thoroughness and 
eflficiency of their method of teaching. Not only has my Course been of 
educational value to me, but it- has greatly helped me in the position I now hold 
as clerk. I expect to receive material advancement as soon as I get 
through the Course. I heartily recommend The International Corre 
spondence Schools to any one that has need of education in any line. 
Their system of instruction is perfect. I shall be glad to answer any 
inquiries. 

John G. Steinert, 109 E. Chester St., Rondout, N, Y. 

The Letter Writing Course. 

True grace in writing comes by study, not chance. Tlirough our system 
of instruction, any one can speedily become a master of this important accom- 
plishment. Our Instruction Papers on Letter Writing are the most practical 
and valuable treatise on the subject in print. They comprise the science of 
clear, elegant, and effective correspondence. While giving careful attention to 
the correct use of forms, we train the student to write original letters. We 
analyze the subject about which a letter is to be written, showing what forms 
of expression are best adapted for the purpose, with the reasons why. By 
seeing how an experienced correspondent weighs his words, phrases, and sen- 
tences, and uses them to express real ideas, the student learns to write his own 
letters with similar care and thought. This method gives excellent results. It 
cultivates the student's powers of expression, and enables him to write effective 
letters. Failure is impossible to any one of average intelligence that will follow 
our directions. The cost of the Course is trifling; the results are great and 
far-reaching. 

Well Pleased With His Course. 

Newport, Ky., July 7, 18y9. 
The International Correspondence Schools, Scranton, Pa. 

Gentlemen:— I have just finished my Course in Letter Writing, and am greatly pleased for 
having taken it. I have obtained a better knowledge of the different branches of correspond- 
ence, and in other ways have been greatly benefited. I took this short Course to get an idea of 
the correspondence method of instruction. It calls forth my highest commendation. I cannot 
recommend your system too highly. Yours very truly, 

E. J. Schriever. 
813 




GRAMMAR. 



The Doctrine of Language. 

Education is measured, less by what the mind contains than by what it 
can do. No studies are so valuable as those that train the mind to logical 
thinking. In these days, when each word in some transactions is weighed and 
considered, every one ought to be able to express himself clearly. Moreover, 
in no way does a person show more clearly his mental characteristics and his 
culture, or lack of it, than by his choice and arrangement of words. Power of 
discrimination, taste, good judgment, clearness of perception, and correctness 
of reasoning — these mental qualities are revealed by one's use of language. 
Hence, the value of a study that will train one to express himself in the clearest 
and most effective manner cannot be overestimated. 

Our Grammar Course gives this mind-culture and training, and gives it in 
a thoroughly assimilative form. The Course has received many flattering^ 
commendations from prominent educators, and, we believe, fulfils its purpose 
admirably, namely, to teach the art of speaking and writing correctly. 

Our Grammar Especially Desirable. 

Being a student of The International Correspondence Schools, I feel 
gratified to speak of them as one that, from experience, knows what they 
are. I enrolled in the Complete Commercial Course some time ago; 
besides furnishing excellent education, the instruction is carefully fitting 
me for an occupation. The teaching in Grammar has especially appealed 
to me, because nothing but simple language lessons were taught in the 
school I attended. While engaged in the study of my present Course, I 
am keeping my father's books, and am thus enabled to combine educa- 
tion with business experience. After completing the Course and receiv- 
ing the Diploma, I expect to hold a more responsible position. 

Mamie L. Cooke, West Groton, Mass. 




Our Instruction Is Thorough. 

Our Grammar Course takes the sentence as a unit, and treats its elements 
as of chief importance. These elements — words, phrases, and clauses — are 
considered in every phase of usefulness. What they do is made especially 
prominent. The old-fashioned rules of syntax are omitted, and the mechan- 
ical parsing and language lessons that make up the bulk of other grammars 
receive little attention. We state principles briefly and clearly, and at every 
stage require the student to think, consider, and reflect. Without such activity 
the study of grammar is time wasted. By learning the exact uses of words, he 
learns to use them correctly. An appendix of 59 pages on Punctuation and 
Capitalization treats this troublesome subject in a new and interesting way 
that will be thoroughly appreciated. 

Teachers, stenographers, correspondents, editors, writers, etc. will find 
this Course very valuable. It begins at the beginning, however, and can 
readily be mastered by any one that can read and write. 

Our Instruction Is Thorough. 

BoLivAK, Pa., September 14, 1899. 
The International Correspondence Schools, Scranton, Pa. 

Gentlemen:—! gladly accept this opportunity to commend your manner and method of 
teaching, as exemplified in your English Branches Course. You have kept me at work, made the 
labor easy and interesting, and in every way given me my money's worth. I would urge all that- 
desire an education to become students in your Schools. 

Yours truly, 

W. J. Brkndlingek. 
314 



GEOGRAPHY. 

The Science of Location. 

The earth is growing smaller. Our ''fliers" and ''lightning expresses," 
our ocean "greyhounds," the fleet telegraph, and a hundred other facilities 
have made the "uttermost parts of the earth akin," and men think less of 
taking a trip around the world than our forefathers did of going from Boston 
to New York. This ease of communication has made it almost obligatory on 
every intelligent man or woman to know how the "other half of the world 
lives." Cosmopolitanism and enlightened conditions are fast crowding out 
bigotry and provincialism, and the minds of men are "broadening with the 
process of the suns." To keep up to present-day progress, and to material] y 
increase one's chances of success, a knowledge of the earth's surface is an 
essential. 

Through our Course in Geography any one can quickly and easily obtain 
a thorough grounding in this interesting and important branch of knowledge. 

Salary Advanced to $i,ooo. 

At the time I enrolled in the English Branches Course I was a 
sergeant in the United States Army; but, having a very limited educa- 
tion, was desirous of improving myself. The instruction I received from 
the Schools has enabled me to pass a competitive examination, and I have 
been promoted to my present position, Post Quartermaster Sergeant, in the non- 
commissioned staff of the army, with a salary and perquisites of nearly 
$1,000 a year. 

The Schools' Instruction Papers are thorough, comprehensive, and easily 
understood by the dullest student. I consider your School one of the best 
institutions in the world, and I take great pleasure in recommending it, 
A. J. MacDonald, Ft. Duchesne, Utah. 

Our Geography Course. 

In our Geography Course we avoid the embarrassment of telling too much. 
Most geographies contain such a mass of information that after studying 
them one knows just about as much of the subject as he ever did. We, on the 
other hand, give the salient features, the characteristics, the things one really 
ought to know, and moreover do it in such an interesting manner that it is a 
positive pleasure to study. Particular attention is given to the geography of 
the United States, as we believe that every citizen should have a thorough 
knowledge of his own country. 

The Course can be taken to great advantage by editors, business men, 
ticket agents, and all government employes — such as civil-service employes, 
soldiers, sailors, etc. — by immigrants, who will find this Course a ready 
means of gaining a thorough knowledge of this country; and by men and 
women in every walk of life, who may wish to acquire this valuable accom- 
plishment, or to revive half-forgotten knowledge. 

Our Students Succeed. 

Fort Williams, Me., March 26, 1900. 
The Imternational Correspondknce Schools. 

Dear Sirs:— I write to tell you how pleased I am with my English Branches Course. I have 
just qualified as gunner, with a percentage of 84.2 per cent. Outof seventy men that tried, only 
eleven passed the examination. I am glad to tell you that, of those eleven, five are students of The 
International Correspondence Schools. I know that what I learned from the Schools was a great 
help to me in my examination; infant, 1 am sure I could not have passed without it. Your Instruc- 
tion Papers are very plain. Yours truly, 

Joseph Bergeron, Bat. D., 7th Art. 
ol5 




INITED STATES HISTORY AND CIVIL 
GOVERNMENT. 

The Citizen's Duty. 

This country of ours has had a glorious history. From the time it first 
broke away from tyranny to the present, its history has been a succession of 
triumphs in arms, in commerce, in invention, in liberty, and in justice, until 
today it commands the admiration and respect of the entire world. We are now 
on the threshold of still greater things, and the words of Emerson are being 
realized more and more, that ''America is another word for Opportunity." 
To intelligently lay hold of our opportunities, however, and to make the best 
of present conditions, a knowledge of our country's history and of its govern- 
ment is necessary. In fact, good citizenship is impossible unless the people 
understand the government under which they live. 

In our U. S. History and U. S. Civil Government Courses, not only will 
the person desiring general culture find his needs abundantly satisfied, but 
editors, teachers, civil-service candidates, and railroad, express, and postal 
employes will find important elements of success. 

Our Courses Are a Liberal Education. 

I am more than pleased with The International Correspondence 
Schools, and have nothing but the highest praise for them, for I con- 
sider that they are a blessing to mankind. You, gentlemen, are instru- 
mental in uplifting the human race, and every student should be very 
grateful. My Course as far as I have gone has done me great good, not 
only in educating my mind, but socially and morally as well. It has 
developed me in such a way that I view life from a different standpoint. 
I am only a common laborer, and work every dav, but under your teach- 
ing, study is not a task but a pleasure to me. 1 am constantly striving, and 
am determined to be a credit to myself and to the Schools. 

Jxo. E. Shaffer, 119 Chestnut St., Sunbury, Pa. 

Instruction Is Thorough and Complete. 

Our L^nited States History Course presents clearly and concisely the 
important events in the history of the American people and nation. It care- 
fully traces effects to their causes, and deals impartially with disputed ques- 
tions. The work includes everything, from the discovery of America to the 
administration of President McKinley. An appendix mcludes some very use- 
ful tables, which contain in a nutshell the history of each State in the Union. 
The work is one of the simplest and clearest histories ever written. 

The United Stat;es Civil Government Course treats fully of the foundations 
of government. Starting with the family as the unit, it leads up synthetically 
to the highest type of government, as embodied in our republic. Elections, 
ballot systems, party machinery, etc., are fully and carefully treated. The 
Course will commend itself to every one. See Synopsis on page 29. 

He Likes Our System. 

Fort Fairfield, Me., Box 243, June 24, 1899. 
The International Cokrespondence Schools. 

Dear Sirs:—1 am greatly pleased with my Course in English Branches. It has been of 
much benefit to me. Every kindness that one could wish has been shown me by the various 
instructors, and a fine consideration for mistakes and errors has helped me over hard times and 
discouragement. I consider the training in correspondence and the improvement in language and 
choice of words resulting from intercourse with the School officers has alone been worth the price of my 
Course. Very truly yours, 

Lin WOOD C. Plummer. 

316 




OITLINES OF SUBJECTS 

TAUGHT IN 

The English Branches Course 



ARITHMETIC. 

{10 Farts, 338 Pages, Ul Illustrations.) 
Definitions — Notation and Numeration: —Mensuration: Lines and Angles; Quadri- 
Arabic and Roman Notation— Addition— Sub- laterals; The Triangle, Circle, Prism, Cylinder, 
traction— Multiplication — Division — Cancela- Pyramid, Cone, and Sphere — Ratio— Propor- 
tion — Fractions: Reduction, Addition, Sub- tion: Inverse Proportion, Properties of Propor- 
traction, Multiplication, and Division of tion, Powers and Roots in Proportion, Cause 
Fractions— Decimals: Addition, Subtraction, and Effect, Compound Proportion, Proper- 
Multiplication, and Division of Decimals; To tional Parts— Percentage: Definitions, Princl- 
Reduce a Fraction to a Decimal; To Reduce pies. Base, Rate, Aliquot Parts in Percentage, 
a Decimal to a Fraction; Repeating Decimals Amount and Difference, Profit and Loss, Trade 
—Symbols of Aggregation— Compound Num- Discounts, Commission and Brokerage, Insur- 
bers: Measures of Extension, Weight, Capacity, ance, Taxes, Duties — Interest: Simple, Annual, 
Time, Angles or Arcs, and Money; Miscel- and Compound Interest; True Discount; 
laneous Tables; Reduction, Addition, Sub- Partial Payments; Promissory Notes; Bank 
traction, Multiplication, and Division of Discount — Stocks and Bonds: Domestic and 
Compound Numbers — The Metric System: Foreign Exchange, Arbitration of Exchange 
Measures of Extension, Capacity, and Weight; —Average or Equation of Payments— Equa- 
Operations With Metric Units — Formulas — tion of Accounts— Partnership— Medial and 
Involution— Evolution: Square and Cube Root Alternate Alligation. 

SPELLING. 

(4S Pages. ) 
Rules for Spelling— Familiar Words— Homonyms — Synonyms— Table of Common Abbreviations. 

PENMANSHIP: VERTICAL OR SLANTING. 

(6i Pages, 65 Illustrations.) 
Preliminary Instructions: Method of Prac- Letters, Figures, Capital Letters— Fifty En- 
tice, Materials, Positions, Movements, Dimen- graved Copy Slips With Full Instructions for 
sions, Principles— Detailed Instructions: Small Making Each Copy. 

LETTER WRITING. 

(3 Parts, 2U Pages.) 
Definitions: Importance of Letter Writing— Postal Information: First, Second, Third, and 
Framework of the Letter: Materials— Parts of Fourth-Class Mail Matter; Postage, Registra- 
a Letter: The Heading, Address, and Saluta- tion. Money Orders, Special Delivery, Etc.— 
tion, The Superscription, Folding, The Stamp, Composition of Letters: Invention and Ex- 
Etc., With, Examples of Correct Forms — pression, Style in Letter Writing, General 
Titles, Forms of Address and Salutation: Suggestions — AnalyvSis of Letters — Model 
Titles of Address, Honor, and Distinction; Letters: Business, Social, and Public Letters. 
Petitions— Abbreviations and Contractions— 

GRAMMAR. 

{6 Parts, 213 Pages.) 
Language and Grammar — The Sentence: of Case Constructions, Table of Nouns, Inflec- 
Classification According to Use, Sentential tions of Nouns— The Adjective: Inflection 
Elements, Classes of Words — Functions of and Table of the Adjective— The Pronoun: 
Sentential Elements — Word, Phrase, and Classes and Table of Pronouns— The Verb: 
ClauseElements— Forms of Sentences: Simple, Inflections and Tables of the Verb— The Ad- 
Complex, and Compound Sentences— Analysis verb: Table of the Adverb— The Preposition: 
of Simple, Complex, and Compound Sentences Table of the Preposition— The Conjunction: 
—The Parts of Speech— The Noun: Its Sub- Table of the Conjunction— The Interjection: 
divisions, Inflections of the Noun, Diagrams Exclamatory Phrases, Exclamatory Series. 

317 



OITLINES OF SIBJECTS. 



PUNCTUATION AND CAPITALIZATION. 

{59 Pages.) 



Punctuation: Grammar in Punctuation, The 
Comma— Rules for Punctuation: Use of Semi- 
colon, Colon, Period, Interrogation Point, 
Exclamation Point, Dash, Marks of Paren- 
thesis, Brackets, Quotation Marks, Apostrophe 
—Letters and Characters: Systems of Type, 



The Old System, The "Point" System, Com- 
parison of the Two Systems— Printers' Marks: 
Accents, Apostrophe, Braces, Caret, Cedilla, 
Diaeresis, Ditto Marks, Ellipses, Emphasis, 
Hyphen, Paragraph, Marks of Quantity, Refer- 
ence Marks, Tilde— Use of Capital Letters. 



GEOGRAPHY. 

{lU^ Pages, 122 Illustrations, U5 Maps.) 



Size and Shape of the Earth — Forms of 
Land— The Ocean and Its Shores— Springs, 
Lakes, and Rivers— The Air— Dew, Clouds, 
and Rain — Snow, Glaciers, and Icebergs — 
Man — Globes and Maps— Political and In- 



dustrial Geography— North America: Danish 
America, The United States, British America, 
Mexico, The Central American States, and 
the West Indies— South America— Europe- 
Asia- Africa— Oceania— MiscellaneousTables. 



UNITED STATES HISTORY. 

{kOO Pages, 79 Illustrations, 75 Maps.) 



Discovery and Naming of America- 
Attempts at Exploring and Colonizing 
America — Permanent English and French 
Settlements: Virginia, New Netherlands or 
New York. New Jersey, Massachusetts (Plym- 
outh Colony), Massachusetts (Massachusetts 
Bay Colony), New Hampshire, Connecticut, 
Maryland, Rhode Island, New Sweden or 
Delaware, North and South Carolina, Penn- 
sylvania, Georgia, The French in the West 
and the South, The French and Indian Wars, 
General State of the Country in 1763— The 
Revolution; The Constitution: The Colonists 
Resist Taxation Without Representation, 
From the Beginning of the War to the Declara- 
tion of Independence, The War of Independ- 
ence From 1776 to 1777, The War of Independ- 
ence From 1777 to 1781— After the Revolution, 
Formation and Adoption of the Constitution 
—The Union; National Development— Admin- 



istrations of the Presidents From Washington 
to Lincoln, Emigration to the West, Alien 
and Sedition Laws, Pirates of Tripoli, The 
Louisiana Purchase, Invention of the Steam- 
boat, War of 1812, Purchase of Florida, Feel- 
ing in Regard to Slavery, Missouri Com- 
promise, The Monroe Doctrine, Erie Canal, 
Nullification Act, The Mormons, Annexation 
of Texas, Acquisition of the Pacific Coast, 
Mexican War, Fugitive Slave Laws, John 
Brown's Raid, Secession of South Carolina, 
The Civil War, Emancipation Proclamation, 
Administrations From Johnson to McKinley, 
Period of Reconstruction, The Atlantic Cable, 
Purchase of Alaska, Business Panic of 1873, 
Centennial Exhibition, Labor Troubles, 
World's Columbian Exposition, Hawaii, The 
Wilson Tariff, Venezuelan Controversy, Su- 
premacy of the United States in the Western 
Hemisphere. 



UNITED STATES CIVIL GOVERNMENT. 



{218 
The Family— The School— The Civil Dis- 
trict — Government of the Township or Town: 
Officers, Legislative, Executive, and Judicial 
Departments — The Legislative, Executive, 
and Judicial Departments of the County- 
Municipal Corporations: The Village or Bor- 
ough, The City — The State: Rights and 
Duties of Citizens; The State Constitution; 
The Legislative, Executive, and Judicial De- 
partments of the State; Territories and Their 
Govemment^The United States: Formation 
and Form of Government, Citizens, Aliens, 
The Legislative, Executive, and Judicial De- 



Pages. ) 

partments— Forms of Government— Justice; 
Civil, Industrial, Social, Moral, and Political 
Rights and Duties— Law and Liberty— Suffrage 
and Elections: Methods of Voting, Election 
Officers, Bribery— The Australian Ballot Sys- 
tem—Parties and Party Machinery: Commit- 
tees; Local, State, and National Conventions; 
Platforms, Nominations, Primaries, and Cau- 
cuses—Legislation—Revenue and Taxation: 
Direct and Indirect Taxes, Customs or Duties, 
Internal Re ^nue— Constitution of the United 
States. 



818 



Sample Page of Instruction Paper. Penmanship. 

14 PENMANSHIP. § 12 

27. The letter ^ is the letter a with the top of a / added. 

Shade only the top part of this letter, and be 

sure to make the down stroke straight to the 
line. Give the oval part of the letter plenty of 



— ^^'-^ — slant, so that the long, straight down stroke 
will not retrace the up stroke of the oval. Study 
carefully the special points under both the small 

^ and the /, and apply them to this letter. 

28. In the letter e make both the turn at the top and the 

loop small. The upward strokes should be full 

, right curves; the down stroke should be nearly 

^ y a straight line, and should not be shaded. The 

— ^^^^-^ — turn at the base should be short, and the base 

of the finishing line the same as in the i and u. 

Be careful not to close the loop, as then the 
letter may easily be mistaken for i or c. 

29. The total length of the letter /"is five spaces, three 
above the line and two below. The width of each of the 
loops is one-half space. The first upward and the downward 

line cross at the height of the letter 2, and the 
upward line of the lower loop joins the down- 
ward line one-half space above the base line. 
The length of this letter, together with the 
two loops, makes it one of the most difficult 
in the alphabet. See that the loops are of the 
same and the proper width, and that the whole length of the 
down stroke is on the main slant. Be sure to connect the 
upward line of the lower loop to the down stroke. 

30. The ^ is a letter a with the downward stroke extended 

two spaces below the base line, finishing with 

an upward left curve, making an inverted /. 

See that the upper part forms a perfect let- 




^^^^ ter a, and that the long, straight, down stroke 




~// and the upward curve make the first two lines 

of a perfect /. Do not make the down stroke 

more than two spaces long below the base line. See that 

319 



'M 



SCHOOL OF 

DESIGN 




The Ornamental Design Course is intended for 
botli men and women. It is a simple, but progressive 
and complete, course of study in the principles and 
application of design, suited to the most inexperienced 
beginners, as well as to those already engaged in some 
class of decorative work. It furnishes an unequaled 
opportunity to all desirous of acquiring a knowledge 
of freehand drawing and the elements of decorative 
design. Although it covers practically the same 
ground as courses taught in the best resident art 
schools, the instruction can be successfully followed, 
and the Course completed, in spare time, by any one 
that will study as we direct. No previous knowledge 
of drawing or "genius" for design is necessary. "Any 
one that can learn to write can learn to draw." 
Students that have never before received the slightest 
instruction in drawing, have, learned to draw well 
through our instruction, and we have hundreds of 
testimonials stating the benefits derived from the 
writers^ connection with the Schools. Through our 
improved method, you can successfully study orna- 
mental design, at home, in spare hours, and at less 
than one-tenth the cost of instruction in resident art 
schools. In the following pages we mention briefly 
a few of the many lines of work in which a graduate 
of this Course may find profitable employment. 

But in many other lines, of which space will not 
permit mention, the information contained in this 
Course will be found of immediate value in bettering 
the condition of the student. 



320 




llPHOiSTERBRS 




SskHJRNITLRB 
"^DBSIGNERS. 



This Course of instruction will 
be of value to the upholsterer 
and upholstery goods salesman, 
inasmuch as they may learn therefrom the character- 
istics of design exhibited in tapestries, hangings, and 
upholstery goods, and the propriety of the application 
of certain art forms to certain styles of historic fur- 
niture. The former will be able to render sketches 
of upholstered furniture in color, thus getting the 
effect of treatment under different conditions. 

To the furniture designer and furniture salesman 
as well as to the clerks in the furniture departments 
of large stores, a study of this Course will impart 
familiarity with the details that stamp certain forms 
and ornament as characteristic of definite periods. 
The intelligent use of ornament is the strongest and 
most valuable attribute of a good designer. A Chip- 
pendale chair is essentially different in its appearance 
and construction, and almost in its usage, from a 
similar article of furniture in the style of Louis XVI, 
and in furnishing an apartment it is necessary that 
the propriety of different styles should be understood. 



EARNS WHILE HE LEARNS. 

I am very much pleased with your style of instruction. 
It is simple, and seems to make one understand. I am a barber, 
and have long been anxious to get out of my present business 
and get into something where I could do more for myself. 
Since studying in the Schools' Course in Ornamental Design 
I have designed and sold two box labels, and expect to get 
orders for more. 

Adam Kaufman, 
609 Chestnut Street, Milwaukee, Wis. 

321 




_^^/^.^^^ 



A 



&^ Designers or ms> 
aPPETS. RUGS WALL R\PERS 

& INTERIOR DECORATIONS. 

Good carpet designs are in 
demand at all times and always 
bring a good price. Manufac- 
turers of carpets will buy a 
design for a carpet that em- 
bodies taste, style, and skill, 
almost any time such is sub- 
mitted to them. The same 
may be said of wall-paper 
designs to even a greater ex- 
tent, and of rugs. The interior 
twALLT]#ACN^^ decorator, and tbe salesmen in 
carpet or wall-paper establisbments must be skilled in 
matters of historic art, as they must select designs 
that are in harmony with their surroundings. 

Our Course of instruction in design and historic 
ornament is especially adapted to such persons and will 
render them capable of making sketches in water color 
as suggestions to prospective customers. The province 
of the interior decorator is wide, and unless he knows 
the characteristics of all styles of art and architecture 
he is sure to be left behind in his profession. 




DRAFTSMAN GREATLY PLEASED. 

The methods of The International Correspondence 
Schools are so well known, and their system so perfected, 
that I feel more confidence in them than in any of the 
newer and less experienced schools. I am very much 
pleased with the Ornamental Design Course, especially 
the close and careful oversight given my Drawing Plates 
and the helpful criticism. I find the Course carefully 
graded and very interesting. 

W. A. Mathevi^s, 1 1 14 Rock St., Scranton, Pa. 

322 






rc5te,lcral6rg& 
ItTitialCgttcrk^ ' 

Few books, espe- 
cially those of a Historical char- 
acter, start any one of their chapters 
without an ornamental letter at the 
beginning of the first sentence. In some cases it is 
customary to make the design of each initial letter 
correspond with the historical period, or with some 
incidents in connection with the historical period with 
which that particular chapter deals, the initial letter 
thereby becoming a partial illustration. This is not 
only so in books, but even in newspapers the practice 
is coming into use more and more every day. The 
designer of such work must be familiar with every 
detail of historic ornament in order that he may 
intelligently apply the same to the purpose required. 
The designer of bookplates or tailpieces must be 
familiar with those minute details which, though 
apparently insignificant to the layman, are of import- 
ance to the expert, as they are the foundation of the 
complicated system of Heraldry. 



OUR INSTRUCTION SUPERIOR. 

About three months ago I enrolled in a New York Correspondence 

School. The student was given general instructions only, and the criticism 

was hazy and indefinite. I could take no interest, and gave up in a month. 

I think your method of instruction is excellent. What has been of great 

assistance to me is the exactness required and the detailed directions 

given for the laying out and executing of the drawings. The pupil feels 

he is going straight to the point. I think this is important, as 

any sentiment of doubt or dissatisfaction diminishes interest in 

the work. The care taken in correcting, and the letters 

returned in many instances with the corrected drawings, 

causes the pupil to feel that an interest is taken in his 

progress. 

W. J. Banister, x-illegheny, Pa. 

323 





Six hundred years ago, when all 
books were engrossed, the designing 
of book covers was almost exclusively 
in the hands of the leather workers 
and goldsmiths. Individual designs in 
embossed and colored leather, richly 
ornamented with scrolls in gold, resulted 
from the ingenuity of the designer to 
produce something worthy of the subject bound. 

Each period of history, therefore, expresses a varia- 
tion in book-cover design, and the designer of the 
modern book cover must be familiar with the details 
of the material and workmanship prevailing in the 
past, and thoroughly informed as to the propriety of 
the application of antique styles to modem work. 
The same may be said of menus. Elaborate and 
expensive menus are frequently executed in water 
color entirely by hand, less expensive ones are par- 
tially printed and partially hand colored, while others 
are entirely printed. In any of these the designer 
must be thoroughly familiar with the possibilities and 
handling of ornament and ornamental design. 

The designer of advertising matter and 
posters has unlimited opportunities to dis- 
play his knowledge and skill in matters 
of ornament. The designer of theatrical 
posters must be familiar with the subject in 
order that the ornament, in its application, 
rendering, and coloring shall correspond 
with the character or period of the play. 



324 




XVI Century 

Book Cover 





/ The decoration of china does not 

consist merely of painting flowers and 
other definite forms in mineral colors, except in its 
most amateiirisli sense. The expert decorator of china 
is likely to be called upon to execute a dinner set in 
the style of The Empire, prepare a breakfast set of 
cups and saucers in the style of Marie Antoinette, or to 
design some large single piece for special purpose with 
an Egyptian and Oriental, or possibly a Celtic design. 
Absolute familiarity with historic ornament, its govern- 
ing principles and its coloring is therefore imperative 
to the painter on china. 

The decorator of glass is equally dependent upon 
his education in matters of historic art, for his work 
consists largely of appropriately applying to modern 
purposes, a modification, or sometimes even a duplica- 
tion, of the historic styles of ornament, and particu- 
larly of the styles of ornament that existed in stained- 
glass work in the early centuries of the Christian era. 



SCHOOL TEACHER ENDORSES SYSTEM. 

I am very much pleased, both with the Course and the 
very careful manner in which all my work has been corrected — 
more especially so, perhaps, from the fact that I was advised by 
so many not to attempt any study taught by mail, as it would 
amount to nothing. 

I am now glad to say that I unhesitatingly recommend 
The International Correspondence Schools to all seeking ad 
vancement. The Course is certainly excellent. 

Edith Phillips, 
600 Lorimer Street, Brooklyn, N. Y 
325 





i I The decoration of woven fabrics by means 

^h-MMl^ I of band work bas been cbaracteristic of every 

i$%4 I ^^^ ^^^ every people. Tbe savage decorated 

|?r I bis bark clotb by bruising it witb wooden 

patterns in order to burst tbe minute sap cells, 

wbile tbe needle worker of tbe present century executes 

elaborate designs on linen, silk, and clotb of gold. 

No matter bow well an embroidery design may be 
executed, it represents notbing more tban an utter 
waste of time and material if its design is inappropriate 
to tbe purpose or place for wbicb it was made. Tbere 
probably is no brancb of art wberein tbe relative value 
of material and design is so little understood and con- 
sidered as in embroidery, and its sister art, lacework. 
It is a frequent occurrence to find elaborate ecclesiastic 
embroideries, tbe design of wbicb is entirely foreign 
and antagonistic in. period and principle to tbe char- 
acter of tbe purpose for wbicb it is used. It is 
important therefore that one, in order to be a good 
designer and worker in this line of art, must not 
only be deft with the fingers but must also possess 
a thorough knowledge of the historical details of the 
work, in order to produce satisfactory results. 



LESSONS CAREFULLY GRADED AND EXPLAINED. 

Your words of commendation were very encouraging to me, and I 
will say in return that I enjoy the Course very much. I have always been 
inclined to work too rapidly, to get the general effect regard- 
less of details. Now I am obliged to work more carefully, and 
it is affording me just the drill that I needed. I find the les- 
sons carefully graded, each one a decided advance over the last, 
but so well explained that one cannot fail to understand it. 
Fannie L. Abbott, Peterboro, N. H. 

326 





SCHGDL OF 

DESIGN 




Synopsis of Subjects Taught. 



GEOMETRICAL DRAWING. 

(42 Pages, 55 Illustrations, 5 Plates, 29 Figures.) 
Instruction in the Use of Instruments, l,ettering. Geometrical Construction. 



(78 Pages, 45 Illustrations 

Introduction. 

History of Ornament, A Drawing, 
How to Draw, Composition. 
The Plate Exercises. 
Drawing Plate, Title : Linear Elements. 

Twenty-one Figures. 
Drawing Plate, Title : Surfaces and Solids. 

Nine Figures. 
Drawing Plate, Title ; Natural Leaves. 

Twelve Figures. 



FREEHAND DRAWING. 

6 Plates, 71 Figures.) 
Drawing Plate, Title : Flowers and Convea* 



tionalized Leaves. 

Nine Figures. 
Drawing Plate, Title : Brush Work. 

Fourteen Figures. 
Drawing Plate, Title : Applied Design. 

Five Figures ; lyaying Out a Design, 
Suitable for Wall Paper, Silk, or 
Other Fabric. 



HISTORIC ORNAMENT. 



Part I. ( 76 Pages, 72 Illustrations.) 

Introduction. 

Meaning of "Ornament," Meaning 
of ""Decoration," Principles of 
Decoration, Elements of Decora- 
tion, Combination of Elements, 
Symbolic Devices, Influence or 
Architecture, Conditions Influen- 
cing Architecture, Influence of Re- 
ligion, Decorative Art, Conven- 
tionalism, Consistency in Design. 

Ancient Ornament. 

Primitive Ornament. 

Influence of Nature, Origin of Tat- 
tooing, Origin of Set Styles, Effect 
of Traditional Styles, Expression 
of Taste in Savage Ornament, 
Decorative Theory Exhibited by 
the Savage, Value of the Study of 
Historic Ornament, How to Study. 

Egyptian Ornament. 

Influence of the Nile on Egyptian 
Ornament, Antiquity of Egyptian 
Ornament, Influence of Religion, 
Egyptian Temple, Interior of the 
Temple, Obelisks, The Great 
Sphinx, Types of People, The 
I^otus and Papyrus, The Scara- 
baeus. Consistency of Egyptian 
Ornament, Conventionalism, 
Classes of Egyptian Ornament, 
Constructive Ornament, Repre- 
sentative Ornament, Decorative 
Ornament, The Fret, The Scroll. 
Classic Ornament. 

Greek Ornament. 

Greece and Egypt Compared, Char- 
acter of the Greeks, Architecture, 



Sculpture, Representative Types, 
The Three Great I^aws of Nature, 
Orders of Design, Bases, Classic 
Moldings, Doric Order, Ionic Or- 
der, Corinthian Order, Surface 
Ornament, Anthemion, Greek 
I<ily, Guilloche, Polychromy. 
Greco-Roman Ornament. 

Historical Relations, Mural Paint- 
ing, Pompeian Ornament. 

Part II. (88 Pages, 76 Illustrations.) 
Classic Ornament. 

Roman Ornament. 

Comparison of Roman and Greek 
Art. 

The Five Orders of Architecture. 
The Greek Orders, Classic Archi- 
tecture, Architectural Meaning of 
Order, Greek-Doric Order, Doric 
Entablature, The Cornice, Ionic 
Order, Shaft, Architrave, Greek- 
Corinthian Order, The Roman 
Orders, Tuscan Order, Pedestal, 
Comparison of Greek and Roman 
Orders, Comparison of Greek- 
Doric and Tuscan Orders, Doric 
Entablature, Roman-Ionic Or- 
der, Roman-Corinthian Order, 
Modillion, Composite Order, 
Roman Acanthus, Character of 
Roman Ornament, Painted Decor- 
ations. 

Romanesque Ornament. 

Development of the Romanesque 
Style, Influence of the Church, 
System of Building Under Roman 
Domination, Origin of Gothic and 
Byzantine Ornament. 




IL-ilii 



SCHGDL OF 

DESIGN 




Byzantine Ornament. 

Oriental Influence, Hagia Sophia, 
Examples of Byzantine Style, 
Running Ornament, Ceiling Dec- 
oration, Wall Decoration, Inge- 
nuity of Byzantine Ornament, 
Sculpture m Byzantine Art, 
Sculpture in Romanesque Art. 
Asiatic Ornament. 

Characteristics of the People. 
Chinese and Japanese Ornament. 

Primitiveness of Chinese Ornament, 
lyack of Idealism in Chinese Or- 
nament, Dearth of Chinese Archi- 
tecture, Chinese Coloring, Ad- 
herence to Standard Forms, 
Japanese Art. 
Indian Art. 

Unprogressiveness of Indian Art, 
Characteristics of Indian Orna- 
ment. 
Arabian Ornament. 

Development of Arabian Ornament, 
Influence of Mohammedanism, 
Arabian Decoration, Arabian 
Coloring. 
Turkish Ornament. 

Characteristics. 
Persian Art. 

Characteristics of Persian Orna- 
mentj Persian Compared with 
Arabian Art, Persian Compared 
with Indian Art. 
Moorish Art. 

Derivation of Moorish Art, The 
Alhambra, Characteristics of 
Moorish Ornament, Decorated 
Construction and Constructed 
Decoration, The Primary Ele- 
ments, Consistency of Moorish 
Ornament, Conventionalism in 
Moorish Ornament, System of 
Moorish Coloring. 

Part III. (82 Illustrations.) 

Western Art. 

Celtic Ornament. 

Origin and Character, Introduction 
of Animal Forms, Distinguishing 
Characteristics, Intricacy of De- 
sign, Symbolism. 

Gothic Ornament. 

Its Evolution, Influence of Religion, 
Characteristics of German Gothic, 
Characteristics of English Gothic, 
The Ball Flower Ornament, Win- 
dow Heads, Tracery, Gothic Or- 
nament in Italy, Transition of 
Styles, Capitals in English Gothic, 
Moldings, Spandrils, Diapers, 
Zenith of Architecture, Divisions 
of the Gothic Style in France, 
French Gothic Capitals, The 
Flamboyant Style, Characteristic 
of the Flamboyant Style, Early 
French Diapers, The Rayonnant 



Period, German Gothic Details, 
Misinterpretation of Gothic, 
Character of the Period, The 
Feudal System, Influence of the 
Feudal I,ord, Effect of Feudal 
Wars, Castle of Coucy, Domestic 
lyife. Refinement of Society, 
Heraldry, Purposes of Heraldic 
Devices, Heraldry Traceable in 
Egyptian Art, Fleur-de-lis. 

Renaissance Ornament. 

Transition, Origin, Revival of the 
Classic Style, Period Covered, In- 
tention of the Renaissance Artists, 
Varying Influence of Gothic, In- 
troduction Into France, Introduc- 
tion Into England, Purity of the 
French Style, Italian Renaissance, 
Art and literature, Effect of I^it- 
erature. Influence of the Printing 
Press, Publication of Vitruvius, 
Italian Dislike of Gothic Forms, 
Roman Influences, Character and 
Style, Donatello, Basso-Relievo, 
Mezzo-Relievo, and Alto-Relievo, 
Character of the Ornament, De- 
generation Into Realism, Frivolity 
in Extreme Cases, Incongruity of 
Design, Propriety of Subjects, 
The Scroll in Renaissance Art, 
Foliated Terminations, Examples 
of Venetian Renaissance, Inge- 
nuity of the Renaissance Design- 
er, Renaissance Iron Work, Fra- 
ternity of the Trades, Michael 
Angelo, the Sculptor, Michael 
Angelo, Artist, Conservatism of 
Venice, Sansovino, French Renais- 
sance, Sudden Transition, Periods, 
The Valois Period, The Bour- 
bon Period, The Rococco 
Period, The Empire, Imitation of 
Rome, The French Chateaux, Com- 
parison with Middle Age Cas- 
tles, The Chateaux de Blois, Wing 
of I^ouis XII, Wing of Francis I, 
French Conception of Roman 
Ideas, I^imited Influence of Italian 
Artists, Staircase of Francis I, 
The Salamander of Francis I, De- 
velopment of the Fireplace, 
Heraldry in French Art, Wall 
and Ceiling Decoration, Fon- 
tainebleu and Verseilles, Char- 
acter of the Period of I,ouis XIV, 
Difference Between Old and New 
Cabinet Work, Character of the 
Furniture of I,ouis XV, Furniture 
of the Period of I^ouis XVI, I^ouis 
XVI Interior Decoration, Intro- 
duction of Costly Materials, Ger- 
man Renaissance, Albert Durer, 
English Renaissance, Dutch In- 
fluence, Holbein, Haveus of Cleves, 
Political Relations of England and 
Holland, German Influence, Hei- 
delberg Castle, Characteristics of 
Elizabethian Ornament, Revival 
of the Classics, Conclusion. 



328 




SCHOOL OF 

DESIGN 




ELEMENTS OF ORNAMENT. 



( 76 Illustrations. 



Composition. 

Unity in Design, I,imit of Outline, 
Assembling Details to Secure 
Unity. 

Surface Decoration. 

Subdi\'ision of Given Space, Char- 
acteristic Arrangement of L,ines, 
Study of Grouping, Proportion of 
Colors, Iright and Shade in Ori- 
ental Designs, Reversion of Colors, 
Reversal of Treatment, Variety of 
Designs from the Same Elements. 

Conventionalism. 

Necessity of Conventionalism, In- 
vention and Imitation, The Oval 
in Nature, Repetition, Contrast, 
and Variety, Symmetry and Radi- 
ation. 

Ornament. 

I^iNEAR Ornament. 

Ancient Pottery Decoration, Fitness 
of Ornament, Constructive Origin 
of Decorative Art, Evolution of 
Design, I^imitless Variety of Pat- 
terns, Brush Decoration of Pot- 
tery. 

Natural Ornament. 

Union with Geometrical Ornament, 
Kinds of Conventionalism, Egyp- 
tian Conventionalism, Greek Con- 
ventionalism, Development of 
Leaves, Geometrical Forms in 
Nature. 

Conventional Ornament. 

Natural Forms in Design, Indian 
Arrangement of Ornament, Con- 
ventionalizing a Plant, Necessity 
of Ideality, Realism, Naturalism 
and Conventionalism, Considera- 
tion of Purpose, Taste in Conven- 
tionalizing. 



Elements of Ornament. 
Classification of Elements. 

Geometrical Elements. 

Frets, Variation in Fret Design. 

Architectural Elements. 

Construction Allied with Beauty 
Adaption of Architectural Forms, 
Freizes, Iron Grilles, The Volute 
Scroll, The Cartouch. 

Industrial Elements. 

Association with Architectural Ele- 
ments, Sj'mbolism, Prehistoric 
Emblems. 

Natural Elements. 

Vegetable Forms, Botanical Prin- 
ciples in Design. 

Animal Elements. 

Frequent Use in Design, Imaginary' 
Beasts, Conventionalizing Anima'l 
Forms, Symbolism of the Griffin, 
Sphj^nx and Wyvern, Chimera, 
Dragon, Difficulty of Adapting 
Animal Forms, Birds in Running 
Ornament, Wings in Ornament, 
Proportion of Wings, Application 
of Wings, Feathers, Insects in 
Ornament, Fishes in Ornament, 
Snakes and I^izards. 

The Human Figure. 

The Noblest Element of Design, 
Proportions of the Human Figure, 
Harmony in Adaption, Drawing 
from L,ife, Fundamental Prin- 
ciples of Figure Design, Difficulty 
of Free Rendering, Combination 
with Other Natural Forms, Hu- 
man Figures as Supports, Tur- 
mini. Application of Wings, Fabu- 
lous Creatures, Symbolism, 
Sphynx, Centaur, Medusa. 



PRACTICAL DESIGN. 



( 6~, Illustration 
Principles Involved, 

Repetition, Contrast, S^nnmetrj- and 

Balance, Tangential Junction, 

Radiation, Proportion, Growth, 

Stability, Repose, Fitness, Unity. 

Planning a Design. 

Characteristics of the Design, Geo- 
metrical Basis, Unit and Repeat, 
Definite Designs, Remedv for De- 
fects, The Parent Stem, Principal 
Feature, Effect of the Repeat. 
The Drop Pattern. 

Unit of the Pattern, Enclo.sing Rect- 
angle, Sj'mmetrical Design, Drop 

329 



s.) 

Pattern in Carpet Design, Plan- 
ning and Drawing the Design, 
Striped Effect in Drop Patterns. 

The Turnover Method. 

Advantage of the Turnover, Plan- 
ning the Turnover, Removal of 
the Defects, Turnover and Drop 
Patterns, Avoidance of Faults. 

Other Methods. 

Advantage of a Knowledge of Nu- 
merous Methods, Selection of 
System of Design, Variety Pos- 
sible, Simple Spot Designs, Influ- 
ence of Fashions, Irregular Units, 




SCHGDL OF 

DESIGN 




Characteristic Italian Designs, 
Seventeenth Century-, Introduc- 
tion of Geometrical Elements, 
Characteristic German Design, 
i8th Century. 
Borders, Corners, and Stripes. 

Borders. 

Uniformity of Repeat, One-piece 
Borders, Size of the Repeat in 
Damask, Unequal Repeats, I,ace- 
Curtain Design, Use of Borders, 
Classification of Borders. Borders 
for Hangings and Table Covers, 
Borders for Rugs and Floor Cover- 
ings, Vertebrate Borders, Corners, 
Stripes, Style in Historic Stripes. 

Book-Cover Design. 

Character of Book-Cover Design, 
Origin of Bookbinding, Character 
of Early Bindings, Heraldry in 
Bookbinding, Tools, Influence of 
Increase of Binding upon Char- 
acter of Design, Origin of French 



Tools, Grolier, The Aldine Press, 
Grolier's Bindings, Francis I 
Book Covers, I,e Gascon and De- 
Thou, Styles of Henry II and 
Henry III, Style of Mg^rgaret of 
Valois, Fanfares, Style of I,ouis 
XIV, Jansen Style, Mosaic Bind- 
ing, The Deromes, i8th Century- 
Bookbinding, Comparison of 
Binding in Different Countries. 
Modern Bookbinding. 

Character of Modern Binding, Proc- 
ess of Binding, Sewing the 
Sheets, Securing the Boards, 
Classification of Bindings, The 
Covering Material, Decorating the 
Cover, Character of the Cover 
Design, Modem Designs, Pro- 
priety of Design, Revival of the 
Jansen Style, Materials for Cov- 
ers, Cheaper Bindings, Hand and 
Machine Binding, Novelty of De- 
sign, Paper Covers. 



Geometrical Considerations. 

Fitness, Influence of Shape, Influ- 
ence of Conventionalism, i,imita- 
tions in Design, Emphasizing and 
Contrasting I^ines, Veining of 
I^eaves, Continuity of lyines. Dis- 
tribution of Ivines, Geometrical 
Forms in Surface Ornament. 
Arrangement of Details. 

General Arrangements of Orna- 
ment in Surface Work, Diaper, 
Basic Forms, Limitless Variations 
of Diapering, Checker Work, Stri- 
ping, Spotting, and Powdering. 
Application of Ornament. 
Hanging Fabrics. 

Propriety of Design, Horizontal 
Striping, Consideration of Size 
and Weight. 
M'ALL Decoration. 

Methods of Treatment, Effect of 
Pilasters, Objection to Pilaster 
Treatment, Effects of Horizontal 
and Vertical Divisions, Technical 
Consideration. 

Wall-Paper Design. 

Printing Blocks, Size of Unit of 
Design, Drop Patterns, Object of 
Drop Patterns, Designing a Re- 
peat. Colors in Wall Paper, Variety 
in Wall-Paper Design. 



APPLIED DESIGN. 

(42 Illustrations.) 

Freizes. 



Relation to General Wall Surface, 
Methods of Treatment. 
Borders. 

Office of Borders, Enclosing Effect, 
Treatment. 
Corners. 

Strengthening Effect. 
Pilasters. 

Upright Divisions of Wall Surface, 
Systems of Pilaster Decoration. 
Ceiling Decoration. 

Practical Considerations, Harmony 
of Decorations in Rooms, Forms 
of Ceilings, Propriety of Orna- 
ment. 
Floor Decoration. 

Element of Flatness, Examples of 
Faulty Designs, Harmonj^ and 
Contrast in Carpet Designs.' 
Utensils and Vases. 

Utilitarian Purpose, Evolution of 
Horn-shaped Vessels, Hanaps and 
Tankards, Surface Enrichment. 
Alteration of Outlines, Origin of 
the Vase, The Challice, Jug and 
Ewer, lyocation of Handles on 
Vessels. Originality in Design, 
Adaptibilitj- of Natural Forms to 
Vase Design, Propriety of Orna- 
ment. 



HISTORIC ORNAMENTAL DRAWING. 

(Six Plates in Water Color, 36 Figures.) 
Historic Mural Detail. Designs in Leather, Tapestry and Ceramics. 

Historic Architectural Detail. Historic Ornament in Color. 

Historic Textile Designs. Natural Forms in Color. 



SAMPLE PAGE OF INSTRUCTION PAPER. Subject— Historic Ornament. 



75. These few examples illustrate by comparison 
the different handling of ornament by the Indian 
designers to suit it to various purposes. The patterns 




Fig. 53- 

shown in Figs. 51 and 52 are seen more usually in 
light fabrics, while that in Fig. 53 is woven in heavier 
woolen goods, and that in Fig. 54 is executed in metal. 
, In objects of low-tone combinations of color, a black 
general outline is used to separate the ornament from the 
ground. The object 
always appears to be, 
in the woven fabric, 
that each ornament 
should be softly, and 
not harshly defined, 
that colored objects 
viewed at a distance 
should present a neu- ^^^- 54. 

tralized bloom, that each step nearer should exhibit 
fresh beauties, and that a close inspection, the means 
whereby these effects are produced. In this, the Indian 
carries out the same principle of surface decoration that 
we find in the architecture of the Arabs and Moors. 
The ornament in the spandrel of a Moorish arch and in 




Sample Page of Instruction Paper. Elements of Ornament. 

ELEMENTS OF ORNAMENT. 41 

53. Thickening: of Stem at Points of Departure. 

In all good ornament of a flowing character, no matter how 
conventionally it may be arranged, it has always been the 
practice that there should be a thickening of the stem at the 
point of departure of the two reversed growths, as shown at (a), 
Fig. 56; or, if more than one starting point is used, a stop is 
usually introduced between the two sections of design that are 
running together, as at (6). 

54. Botanical Principles in Design. — Now let us see 

how the application of some of these principles of growth can be 
properly considered in 



ornamental design. Let 
us study the botanical 
aspect for a moment. 
We have in botany a 
term called inflores- 
cence, which is the 
arrangement or growth 
of flowers on the stem, 
the simplest form of 



II 



(a) 




rhj 




(a) 





which is shown at (a), Fig. 67. Taking its principle of growth 
and not copying in any way the specimen, we can introduce 
it in the design shown at (6), where it forms a perfectly proper 
termination with the scroll, with which it harmonizes, as well 
as with the longitudinal character of the border pattern. At (c) 



332 



THE SCHOOL OF LETTERING. 

The ability to do good lettering is a prime requisite for success in 
many branches of decorative and industrial art. 

One important application of the art of lettering is in sign painting. 
Good sign painters are always in demand. The journeyman's 
wages vary from $60 to $100 a month, while those that possess 
the knowledge and ability to manage a sign-painting business 
have splendid opportunities for commercial success. 

m2 



TWiVHeKO-BV-eCK. 



MATXQOt taYP-t\*J>\ ;WnQV)Ei\tGWT\AN,Ue«T ^H"^^QUt EerfiTtAN.HEAVX. 



■Mmm 




The design of display advertisements, book covers, posters, stained - 
glass work, art and ecclesiastical embroidery, lithograph work, etc. 
requires considerable artistic ability, but is a profitable field of work 
for the expert letterer, and is open to women as well as men. 

In hundreds of other occupations, such as wood and metal 
engraving, mapping, mechanical or architectural drawing, stone 
cutting, metal work, window dressing, etc., lettering plays so 
important a part that the worker in any of these industries is 
badly handicapped if he lacks a thorough knowledge of the art. 

333 



COMPLETE LETTERING AND SIGN PAINTING 

COURSE. 

This Course is intended for sign painters, window dressers, designers 
of lithographs, book and magazine covers, advertising matter, etc., 
wood and metal engravers, jewelers, stone cutters, wood carvers, drafts- 
men, stencil makers, retail merchants, clerks, and all others that wish 
to acquire a knowledge of correct styles of lettering, the effective com- 
bination of letters and ornaments in design, and the practical details 
of sign painting. In ' ' Elements of Lettering, ' ' thorough instruction 
is first given in the history of the alphabet, and the fundamental 
forms from which all modern styles have been evolved. The balance 
of the Paper is devoted to a general discussion of the principles 
underlying the formation, condensation, and elongation of all prac- 
tical forms of letters, and their use in designing. 

After mastering the contents of this Paper and sending in his 
written answers, the student is given careful instruction in the 




Method of Laying Out Index Hand. 

technical details of letter formation, beginning with plain block letters, 
and gradually advancing to the most difficult ornamental styles. 
Alphabets in general use have a great variety of forms, and what the 
letterer must know is the technical differences of one style from another. 
That is just what he will learn in this Course. 

The second Instruction Paper, "Lettering and Sign Painting," is 
sent with the fourth Plate of alphabets. This is a very valuable 
treatise on the materials and methods used in sign painting, the 
preparation of surfaces for the various styles of sign painting and 
lettering, the handling of colors and backgrounds, gilding, embossing, 
and special processes used for lettering on metal and glass. The 
sample alphabets alone are worth the cost of the Course to the 
student or practicing sign painter. 



ADVANTAGES OF THE COURSE. 

Only Instruction Available. — No other systematic Course of instruc- 
tion in these subjects has ever been offered. The methods and 
formulas are those in daily use by leading letterers and sign painters. 

Alphabets Are Correct. — The author's wide experience and extended 
research guarantees the correctness of the alphabets, and the simple 




Specimen Illustration. 

methods of constructing letters taught by us, make it possible 
for any one to successfully complete the Course. 

Students Earn While Learning. — There are no preliminary mathe- 
matics. Students learn to letter from the beginning. They can 
easily earn the cost of their Course while studying, by executing price 
cards, window announcements, and designs for new^spaper advertise- 
ments, envelopes, business stationery, and advertising signs. In this 
our students often receive valuable suggestions and advice from us. 






Specimen Illustration. 

A Fascinating Study. — Lettering and sign painting is a fascinating 
study and recreation for those engaged at other work during the day. 

Students Progress Rapidly. — There is perhaps no other course of 
instruction, wherein an apt student may so readily appreciate the 
advancement he is making or so quickly apply that which he has 
acquired, as in this Course. 

Qualifies for Paying Work. — Graduates are qualified to engage in a 
business requiring very little capital, but w^hich yields a good income. 
The business is not restricted to any particular locality, as good 
letterers and sign painters are in demand always and everywhere. 



SIGN PAINTERS AND APPRENTICES. 

Sign Painters. — No man can paint a sign if he cannot letter. It is 
equally true that he cannot paint a first-class sign and earn a first- 
class salary if he cannot letter accurately, and design artistically and 
effectively. The reader may consider that he is already a good sign 
painter. But if he is not earning a high salary, our Complete 
Lettering and Sign Painting Course will be of much assistance to 
him. Maybe he is a poor letterer. If so, the portfolio of Plates and 
detailed instructions for the formation of every letter will make him 
a good letterer. If he is not proficient in designing, our instruction 
in elongating, condensing, and ornamenting letters, ribbon and panel 




specimen Illustration. 



effects, and the fine specimen designs in the Instruction Paper will 
enable him to overcome this difficulty. As comparatively few sign 
painters do embossing, etching, etc., the man that is able to accept 
such jobs has frequent opportunities for remunerative work. No 
sign painter can afford to get behind the times. 

Apprentice Sign Painters. — Our Lettering and Sign Painting Course 
will enable the apprentice to command journeyman's wages at least 
two years sooner than those who depend on shop practice alone. As 
a large portion of this ''shop practice" consists of mere drudgery, 
he should gladly accept this opportunity to prepare himself, in the 
shortest possible time, to earn a man's wages. 



336 



WINDOW DRESSERS AND DESIGNERS. 

Windoiv Dressers. — The practice of modern stores is to call the atten- 
tion of the passer-by to the ''talking points" of the goods displayed 
by means of window cards, transparent and electrical signs, etc. , and 
the larger stores vie with one another in the beauty and commercial 
effectiveness of these announcements. The finest window display 
may be ruined by amateur lettering, while artistic lettering often 
attracts as much attention, as the goods. Every window dresser that 




aspires to the best-paying positions in his line should enroll in the 
Complete Lettering and Sign Painting Course. 

Men and Women Designers. — Lettering plays such an important 
part in designing advertisements, lithographs, posters, art and 
ecclesiastical embroidery, stained glass, ornamental badges, etc., 
that even mediocre success cannot be obtained unless the artist 
thoroughly understands the detailed formation of the styles of 
letters best adapted to any given line of work, and artistic and 
effective combinations of different styles. The author's experience 
in designing has enabled him to make the portions of the Course 
relating thereto especially practical and valuable. 



337 



ENGRAVERS, DRAFTSMEN, AND MERCHANTS. 

Jewelers and Metal Engravers. — In this class of work great exactness 
is required. A cut once made cannot readily be altered, and the 
engraver must understand the exact formation of every portion of a 
letter before taking up his tools. A jeweler that is unable to engrave 
initials, monograms, society emblems, etc. finds himself at a disad- 
vantage. The portions of the instruction in this Course that refer to 
monograms, ornamental letters, and band ornaments will prove 
especially valuable to him. 

■ Monument Cutters^ Sculptors, Wood Carvers, and All Others That Cut 
Letters From Wood, Stone, or Metal. — The enduring nature of the work 
on which these classes are engaged requires that the lettering shall be 
correctly laid out and carefully executed. Much of their work is 
secured from competitive designs, and a poorly lettered design 
stands little chance of acceptance. 

The graduate of this Course will not only be able to lay out all the 
principal styles of English alphabets, but will understand the correct 




specimen Illustration. 

formation of German, Grecian, and Hebrew letters, and will be able 
to execute lettering for Jewish or German carvings or monuments, 
or monogram designs for Greek letter societies. 

Architectural, Mechanical, and Topographical Draftsmen. — Nothing 
affects the appearance of a map or drawing, for better or worse, more 
than the lettering. Appreciating this fact, good draftsmen often 
spend more time on the lettering of drawings than on laying them, 
out. This Course includes all the best styles of draftsmen's letters. 

Retail Merchants. — Grocers, butchers, and other retail merchants 
that wish to follow up-to-date methods of securing business through 
catchy bulletins or card announcements, will find this Course a 
paying investment. 

Clerks. — The ability to write price cards neatly is easily acquired 
through our instruction. It will have an immediate effect on the 
salary of a salesman or saleswoman, and will form a natural stepping 
stone to the lucrative position of window dresser. 

338 



BOUND VOLUME AND DRAWING OUTFIT. 

Realizing the value of the Instruction Papers and Lettering Plates 
to students, and the desirability of preserving them for reference, the 
Schools have reprinted the Instruction and Question Papers on special 
paper, and bound them into a handsome half-leather volume. As 
soon as the student enrolls, if he pays for his Course in cash, or as 
soon as he has paid $10.00 on any installment plan, he is furnished 
with this Bound Volume, together with a half-leather portfoho, with 
lock and gilt title, containing a duplicate set of the lettering plates. 
These are supplied in addition to the regular Papers used in studying, 
and are for use as works of reference. The Drawing Outfit described 




below is furnished at the same time, without extra charge save 
expressage.^ Neither Volumes nor Outfit can be taken from the 
student so long as he lives up to his contract for enrollment. 

Complete Lettering and Sign Painting Drawing Outfit. 

Morocco-Covered Case of Fine German Silver Instruments, containing: 5i" Compass, 
Pivot Jointed, with Pen, Pencil, and Needle Points, and Lengthening Bar; h" Spacing Divi- 
ders, Pivot Jointed; 4i" Ruling Pen, with Joint and Needle Point; Bow-Pen; Bow-Pencil; 
Pencil Case; and Adjusting Key. 

Drawing Board, 16^" x 22i", with extension cleats and grooved back; 22i" Mahogany, 
Ebony-Lined T Square; 6" German Silver Protractor; 1" 45° Mahogany, Ebony-Lined Triangle; 
8" 60° Mahogany, Ebony-Lined Triangle; 12" Flat Boxwood Scale; Drawing Pencil; Pencil 
Eraser; Ink Eraser; Six Thumbtacks; ISTos. 3 and 4 Sable Lettering Bruehes; Pad of Cross- 
Section Paper; One J-oz. Bottle Waterproof Drawing Ink; Six Sheets Drawing Paper. 

* If a student, enrolling on any installment plan, is unable to pay SlO.OO on enrolling, he 
can study the Paper on " Elements of Lettering " until $10.00 has been paid on his Course, when 
the Outfit will be furnished. 

339 



SYNOPSES OF SUBJECTS 



TAUGHT IN THE 



Complete Lettering and Sign Painting Course. 



ELEMENTS OF LETTERING 



(75 Pages.) 



Introduction. 

Purpose of the Course. 
History of the Alphabet. 

Classification of Letters, Ideograms, 
Cuneiform Writing, Arabic and 
Roman Numerals, Hebrew Alphabet, 
Samaritan Alphabet, Greek Alpha- 
bet, Latin Alphabet, Renaissance, 
Results of the Renaissance, Modern 
Styles. 
General Rules. 

How to Study, Materials Required. 
Drawing the tiotters. 

Mechanical and Fbeehand Lettering. 
Definitions, Purpose of a Drawing- 
Component Parts of a Letter: Stroke, 
Fine Line, Spur, Face, Shade, Block, 
Outline, Width, Background, Con- 
densing, Elongating, Cyma— Spacing 
of Letters: Importance of Spacing, 
Correct and Incorrect Spacing, Full 
Block and Roman, Egyptian, Half 
Block and French Roman— Punctua- 
tion: Origin of the Apostrophe, 
Comma — Rules for Punctuation: 
Period, Colon, Semicolon, Comma, 
Interrogation Point, Exclamation 
Point, Dash, Parenthesis, Quotation 
Marks, Apostrophe, Hyphen, Ditto 
Marks, Underscore— Shading: Sha- 
ding of the Left Side. Block Shade, 
Cast Shadow, Relief Shade. 

Letter-Face Lighting and Shading. 
Importance of the Subject, Effects 
Produced. Heavy Highlight, Bev- 
eled Shading. 

The Highlight. 

Cutting in Letters. 

Uses of Cut-in Letters, Points to be 
Observed, Irregular-Surface Letter- 
ing. 

Classification of Letters. 

Ornamental Letters: Scope of the Sub- 
ject, Ornamental Forms; Other 
Forms — Grotesque Letters — Illumi- 



nated Capitals: History and Grcneral 
Use, Card Work, Heraldic Shield. 
Effects in Lettering. 

Condensing, Elongating, Telescoping, 
and Interlacing: Condensing, Ex- 
ample of Condensed Letter, Elonga- 
ting, Telescoping, Interlacing— Out- 
lining and Filling In: Water Colors, 
Use of Water Colors. 
Designing. 

Scope and Importance, Some Simple 
Combinations— Ribbons: The Rib- 
bon, Shading the Ribbon, Reflected 
Light— Panels: Rectangular Panels. 
Part Panels, Elliptical and Round 
Panels, Rococo Panels— Inscription 
Designing: Proportion. 
Stencil Patterns. 

Purpose of Stencils: Letter Stencils, 
Variegated Grounds— Material for 
Stencils: Paper, Tin-Foil, Cutting 
Stencils, Background Stencils, Sign 
Stenciling, Cleaning Stencils. 
Geometrical Figures. 

Triangles: Definition, Isosceles, Alti- 
tude, Angular Pediment, Gable, 
Equilateral Triangle, Right-Angled 
Triangle— Circles: Definition, Radius 
and Diameter, A Curve. A Circular 
Arc— Ornamental Curves: Ogee, 
Scroll, Loop— The Ellipse: Methods 
of Describing an Ellipse. 
Modifications of the Fundamental 
Styles. 

Latin Roman, Ancient Roman, An- 
tique Egyptain, Boston Roman, 
Antique Half Block, French Roman, 
Flemish, Variations. 
Mechanical Lettering. 

Instruments, Method of Handling, 
Drawing Paper and Pencils, Inking, 
Drawing Ink, Sharpening the Pen. 
How the TVork Should Be Sent. 
Plates. 

Preliminary Directions. 



LETTERING AND SIGN PAINTING. 



Introduction. 

Scope of the Subject, Qualifications of 
the Sign Painter, Experience and 
Theory. 
Practice and Material. 

Brush Work, Brushes Required, Card 
Black, Paper. 

Methods Used In Sign Painting. 

Tools Necessary. 

General Tools and Appliances: Prin- 
cipal Tools, Improvised Appliances 
— Brushes: Camel's-Hair Brushes, 
Ox-Hair Writers, Superfine Brown- 
Sable Writers, Red- Sable Brushes, 



Swan Quill, Other Brushes— The T 
Square— Position of Hands. 

Colors. 

Classification: Primary, Secondary, 
and Neutral, Color, Producing 
Shades, Semineutral Colors, Warm 
and Cold Colors, Contrast. 

Handling of Colors. 

Harmony and Contrast: Scope of the 
Subject, Drying Qualities of Colors, 
Durability. 
Ground Finishes. 

Smalting: Preparation, Method of 
Application, Flock— Variegated 



340 



SYNOPSES OF SUBJECTS, 



LETTERING AND SIGN PAI NTI NG— Continued. 



Grounds — Preparation of Surfaces: 
Foundation Work. Defects, French 
Enamel, White Finish, Carriage- or 
Piano-Body Finish, Frosting on 



Sizes for Gilding. 

Gilding Water Size for Oil Gilding: 
Slow Size, Quick Size, Medium-Slow 
Size, Necessity of Good Materials. 

Gilding. 

Gilding on Glass: Gold Leaf, Tools and 
Materials Necessary, Method of Pro- 
cedure, Sheet-Glass Signs— Gilding 
on Wood or Metal: Method of Pro- 
cedure, Gilding on Quick Size, Out- 
side Gilding — Pearl Filling and 
Etruscan Gilding: Pearl Filling, 
Etruscan Gilding, Finishing Coat. 

Embossing. 

Embossing on Brass Plates: Impor- 
tance, Material Used for Resisting 
Acid, Etching, Beeswax Dam, Use 
of the Acids, Cleaning the Plate- 



Embossing on Glass: Bifluoric Acid, 
Testing the Acid. 

Letter Shading. 

Colors Used: Combinations in Sha- 
ding, Transparent Shading, Glaze 
Shading, Double Shade, Spectrum 
Shade. 

Preparation of Colors. 

Application to Various Materials: 
Proper Uses of Mixtures, Lettering 
on Cotton Sheeting, Cardboard and 
Enamel Cloth, Silk, Black-Surface 
Cardboard, Glass, Brick or Stone 
Panels, Plastered Surfaces. 
Relief Letters. 

Wood, Metal, and Glass: Wooden Let- 
ters, Large Wooden Letters, Metal 
Letters, Compo Signs, Wire Signs, 
Gas-Pipe Frame Signs, Advertising 
Signs on Brick Walls, Transparent 
Signs, Unlimited Glass Signs, Hang- 
ing the Sign. 



LETTERING PLATES. 



34 PLATES INCLUDED IN THE COMPLETE LETTERING 
AND SIGN PAINTING COURSE. 



Full Block. 
Half Block. 
Antique Block. 
Railroad Block. 
Round Block. 
Egyptian. 
Antique Egyptian. 
Antique Egyptian, Liiglit. 
Antique Egyptian, Heavy. 
Frencli Roman. 
Erencli Roman, Light. 
Frencli Roman, Heavy. 
NeTT York Roman. 
Boston Roman. 
Medieval Roman. 
Lovp^er-Case Alphabets. 
German Text. 



Church Text. 

Gothic. 

Spencerian Script. 

Italic Script. 

Renaissance. 

Shippers' Box Marking. 

Old English. 

Engrossing. 

Architects' Pen Stroke. 

Draftsmen's Styles. 

HebreAV. 

Greek. 

Henry VII (TVestminster Abbey). 

16th Century. 

Monogram s . 

Indexes and Band Ornaments. 

Ornaments. 



BOUND VOLUME AND PORTFOLIO. 

A duplicate set of Instruction Papers, bound in half leather, and a Portfolio containing an 
extra set of all the Plates, are furnished to the student when he enrolls, if he pays for his 
Scholarship in advance, or when he makes his second payment on the installment plan. 
They cannot be taken from him so long as he lives up to his contract. (See page 8.) 

341 



Sample Page of Instruction Paper. Lettering. 
28 ELEMENTS OF LETTERING. §1 

appearance of clumsiness or ill proportion. But should the 
letters be in gold, a much lighter-faced letter would be neces- 
sary, as the effect of the gold luster is to make the letter appear 
larger than it actually is. A very fine line of gold on a black 
ground can be readily distinguished even at a great distance, 



mMA 



Fig. 20. 

and a white letter on a blue ground can be read at a greater 
distance than any other combination of colors. 

67. Points to be Observed. — In the practice of cutting 
in letters the student should begin on the plainer styles, such as 
the Full Block, Half Block, etc. , before endeavoring to execute 
the Roman or Script. Fig. 19 shows the letters in outhne, 
and also with the background filled in. In order to insure 
uniformity of width in the horizontal elements of the letters, 
faint lines may be drawn through the entire word by means of 
a thread or string charged with charcoal, chalk, or other material 
that afterwards may be readily dusted off. Cut-in letters may 





Fig. 21. 



Fig. 22. 



usually be permitted to stand closer than other styles of work, 
as they are seldom shaded, thongh when they are shaded, the 
regular spacing should be used. 

,1/ 6B. Ii'regular-S.urface Lettering.— Where letters are 
cut in on an irregular surface, such as a ribbon, as in Fig. 20, 



H 



Sample Page of Question Paper. Sign Painting. 
§2 LETTERING AND SIGN PAINTING. 



(33) What size is used for Etruscan gilding? 

(34) What is the spectrum shade? 

(35) When are colors in harmony in their combination? 

(36) What color is used in the mixture of size for gold? 

(37) What are relief letters? 

(38) How is the asphaltum coating removed after the brass 
plate is taken from the etching bath? 

(39) What is a secondary color? 

(40) What is meant by the term cold color f 

(41) How many brushes are recommended as necessary 
for practice work? 

(42) What acid is used for embossing on glass? 

(43) When are colors said to be in contrast ? 

(44) To what depth should the letters be etched in glass? 

(45) (a) What is a shade of a color? (6) How may 
this be produced? 

(46) How should cotton cloth be prepared before letters 
are applied? 

(47) What is meant by the term warm color f 

(48) What materials are used to fill letters etched in 
brass plates? 

(49) On what colors is the glaze shade used? 

(50) In embossed work, to what depth should the acid 
be allowed to eat the brass plate? 

(51) What w^ould be the result if a coat of paint were 
placed over another before the first dried, one being a slow- 
drying and the other a quick-drying mixture? 

^843 



OIR PUN. 

Drawing Is the Open Door to Mechanical and Electrical Engi- 
neering or Architecture. 

By far the quickest and surest way to enter these professions is through 
the drafting room. Drafting is an agreeable and remunerative occupation. 
It gives one a knowledge of constructive details, and affords a first-class oppor- 
tunity to acquire a practical knowledge of mechanical or architectural design. 
The era of prosperity on which this country has entered has trebled the demand 
for draftsmen, and employers are making tempting offers to competent men. 

Hitherto, the only way to get into the drafting room, for the young 
man who has not had a special college training, has been through an appren- 
ticeship of a number of years as "blueprint boy," with little or no wages. 
But you cannot afford to work two or three years for "starvation" wages, 
in order to secure a position that will support you while qualifying for 
further advancement. 

Through our plan, we can qualify you, at home, in spare hours, and at 
little expense, to enter the drafting room as a draftsman, and obtain a good 
salary from the start. By devoting six months of spare-time study to the 
Mechanical or Architectural Drawing Course, you can get such a thorough 
knowledge of drawing as to be able to successfully fill the position of drafts- 
man in anv office. Knowing what we have accomplished in this line of 
instruction,' T\^e Tvill forfeit $100.00 to any student ^w^lio will 
study as T^e direct, Tvlioni Tve cannot qualify as a meclianical 
or arcliitectural draftsman. As to our responsibility, w^e will refer 
you to the commercial agencies, to any bank officer, teacher, clergyman, or 
public official in Scranton, or, if you wish, to a student in your locality. 

A paid-up Drawing Course includes a signed agreement to teach you until 
you are thoroughly competent. A fine Drawing Outfit (see page 9) and two 
volumes, fully indexed and bound in half leather, containing duplicates of all 
your Instruction and Question Papers, Keys, and Drawing Plates, will also be 
furnished to you, for use in your Course, in accordance with the conditions of 
your Contract for Enrollment. 

How We Make Draftsmen. 

On receipt of vour enrollment, the first two Instruction and Question 
Papers are sent, with full directions for study. After carefully studying the 
first Instruction Paper, you send your answers to the test questions to us for 
examination, and continue with your second Paper. Corrections are noted in 
red ink on your work, which is then returned, with suggestions for improve- 
ment, accompanied with the third set of Papers, and so on. 

The Drawing Plates sent to the student are photographic reductions of 
original drawings. The student is required to do original work, and not 
merely trace or fill in the work of others. As each Plate reaches us, all errors 
and defects, with suggestions for improvement, are noted in pencil. The cor- 
rected drawing is then returned, with a personal letter of instruction. You 
thus have the full benefit of the Instructor's knowledge, the same as if you 
were in a regular school. So effective is our plan that any young man can, 
by studying one hour a night, successfully finish his Course in from six to 
eight months. 

The first Instruction Paper on Drawing is sent with the first Paper on 
Arithmetic, as students that study Drawing and Arithmetic together make the 
best progress. If you are unable to obtain the Outfit on enrolling, you can 
study the Arithmetic until the Outfit is sent according to the conditions of 
your contract (see page 9), when you can commence to draw at once. 

You do not have to complete your Course before being able to make use of 
your skill and knowledge. Many of our most successful students have secured 
good positions as draftsmen before finishing their Courses. You earn while 
you learn, and the more you learn the more will you earn. 



HOW DRAFTSMEN CAN ADVANCE. 

Haviiig secured, through your Course, a position as draftsman, you have 
an excellent opportunity to qualify for further advancement, as we will 
now explahi. 

How to Become a Mechanical Engineer. 

In connection with your work as mechanical draftsman, you can now 
readily qualify as a machine designer, by taking up the Complete Mechanical 
Course, of which your Mechanical Drawing Course forms a part. This Course 
will give you thorough instruction in the principles involved in machine 
design and the practical construction of mechanisms. This knowledge, with 
the experience you are gaining as draftsman, will quickly advance you to 
machine designer, from which you can soon qualify, by further study of your 
Course and continued experience, for the position of mechanical engineer. 
To students who have paid for the Mechanical DravAng Course, the Complete 
Mechanical Course ivill he sold for about half its listed price. The subjects 
treated, in addition to those of the Mechanical Drawing Course, are as follows: 
Geometry and Trigonometry, FAementary Mechanics, Hydromechanics, Algebra, 
Logarithms, Pneumatics, Heat, Steam and Steam Engines, Strength of Materials, 
Applied Mechanics, Steam Boilers, Machine Design, and Dynamos and Motors. 

How to Become an Electrical Engineer. 

One of the greatest needs in the electrical industry is for men who can 
design electrical machinery and appliances. The work requires such a broad 
knowledge of mechanical and electrical subjects that few have, in the past, 
been able to fill the lucrative position of machine designer. Hundreds of 
opportunities are open for competent machine designers. A position as 
mechanical draftsman in an electrical manufactory will put you in line for thia 
work. By taking our Electrical Engineering Course, you will be fitted for any 
position in electrical engineering. This Course gives you just the education 
you need for successful work. To students who have paid for the Mechanical 
Drawing Course, the Electrical Engineering Course will he sold at a reduced price. 
The subjects treated, in addition to those already given in the Mechanical 
Drawing Course, are as follows: Geometry and Trigonometry, Elementary 
Mechanics, Hydromechanics, Algebra, Logarithms, Pneumatics, Heat, Steam and 
Steam Engines, Strength of Materials, Applied Mechanics, Steam Boilers, Machine 
Design, Principles of Electricity, Electrical Measurements, Applied Electricity, 
Batteries, Electric Transmission, Electric Railways, Electric Lighting^ Dynamo- 
Electric Machine Design ( Continuous Current), Motor Design ( Continuous Current), 
Principles of Alternating- Current Apparatus, and Design of Alternating- Current 
Apparatus. 

How to Become an Architect. 

To become a competent architect, two qualifications are necessary: 
practical experience and technical education. Through your daily work as an 
architectural draftsman, you can acquire a practical knowledge of planning 
and detail drawing. By supplementing this with the information furnished 
in the Complete Architectural Course, you can soon qualify for independent 
work as a designer of buildings, and in due time start in business for yourself. 
To students who have paid for the Architectural Drawing Course, the Complete 
Architectural Course ivill he sold at a reduced price. The subjects taught, in 
addition to those already given in the Architectural Drawing Course, are as 
follows: Masonry, Carpentry, Joinery, Stair Building, Ornamental Jronwork, 
Roofing, Sheet-Metal Work, Electric-Light Wiring and Bellwork, Plumbing and 
Gas-Fitting, Heatirig and Ventilation, Painting and Decorating, Estimating and 
Calculating Quantities, History of Architecture, ^Architectural Design, Specifications, 
Building Superintendence, Contracts, Permits, Etc., said Architectural Engineering. 

Circulars fully describing the above Courses wall be sent at any time on 
request. 

345 



WHAT IT WILL COST TO BECOME A DRAFTSMAN. 

One reason why we are so successful in teaching Drawing is that we 
require all our students to use proper materials. Experience has taught us 
that students unacquainted with drawing instruments will, if left to them- 
aelves, frequently pay exorbitant prices for inferior instruments and materials. 
These not only cause the student to do poor work, thereby discouraging him, 
but at the same time greatly increase the cost of teaching him. 

We find it advantageous, therefore, to furnish every student in the Mechan- 
ical Drawing Course or the Architectural Drawing Course, without additional 
charge (provided he enrolls on the Special Drawing Outfit Contract for 
Enrollment), with a first-class Drawing Outfit, valued at $12.55.* He is per- 
mitted to retain this Outfit for use indefinitely, even after he has paid for hi& 
Scholarship, completed his studies, and received his Diploma; provided he 
observes the terms of his contract for Scholarship. 

Description of Outfit. 

Morocco-Covered Case of Fine 
German Silver Instruments, con- 
taining: 5}^" Compass, Pivot Joint- 
ed, with Pen, Pencil, and Needle 
Points, and Lengthening Bar; h" 
Spacing Dividers, Pivot Jointed; 
43^" Ruling Pen, with Joint and 
Needle Point; Bow-Pen; Bow-Pen- 
cil; Pencil Case; and Adjusting Key. 
Drawing Board, 163^" X 223^", with 
expansion cleats and grooved back ; 
223^" Mahogany, Ebony-Lined T 
Square; 6" German Silver Protractor; 
1" 45° Mahogany, Ebony-Lined 
Triangle; 8" 60° Mahogany, Ebony- 
Lined Triangle; 12" Triangular Box- 
wood Scale; Cherry Curve; Six 
Thumbtacks; Drawing Pencil; 
Drawing Ink; Velvet Rubber; Two 
Sheets Tracing Cloth; Six Sheets 
T. S. Co. '8 Drawing Paper. 



As Good as a $25.00 Set. 

One of our best draftsmen said 
my set was good enough for all kinds 
of drafting, and very low priced, I 
compared it with a $25.00 set and 
like mine just as well as that. 

Gerald D. Bliss, Amherst, N. S. 




Complete Drawing Outfit No. 1. 



To obtain the Complete Drawing Outfit immediately, the student must 
either pay for his Course in advance, or pay $10.00 down on any of the install- 
ment plans. Students that are not prepared to obtain the Outfit by paying cash 
in advance, or $10.00 down, can study the Mathematics of their Course until 
their payments amount to $10.00, when the Outfit will be furnished. 

The prices of either the Mechanical Drawing Course or the Architectural 
Drawing Course (the Complete Drawing Outfit No. 1, as described, being- 
furnished) will be found on the accompanying Drawing Outfit Contract for 
Enrollment blank. Outside of the price of your Course, the only expense to 
you will be the postage on your mail to us and the expressage on the Drawing^ 
Outfit and Bound Volumes. We prepay postage on all mail matter sent to you 
from the Schools. 

If, after securing a position as draftsman, you wish to take up either the 
Complete Mechanical, the Electrical Engineering, or the Complete Architectural 
Course, it will be sold to you at a special price. 

* students taking any of our other Courses that include Drawing will receive a Privilege- 
Slip entitling them to purchase our Complete Drawing Outfit No. 1 for $6.95. 



316 



STIDENT'S FIFTH DRAWING PLATE. 

Mechanical Drawing. 

The Plate shown below is a photographic reduction of a Mechanical Drawing student's 
fiith Drawing Plate. In this Plate it will be observed that the lines are all rough, particularly 
the ellipse of Problem 23. In Problem 22, the arcs are not projjerlv joined, the tangent points 
being visible. In Problem 26, the part of the curve that is invisible should be dotted. The 
lettering on the Plate, while still very poor, is a decided Improvement on that done by the 
student on his previous Drawing Plates. 

From the work on this Drawing Plate, it is evident that the student was unskilled in the 
use of drawing instruments— perhaps had never seen a bow-pen before enrolling. Now look at 
the Plate on page 11. Six Drawing Plates intervene between these two Plates. Note the 
progress that has been made. Then read our guarantee on page 1. 

All the student must do is to employ in study a small portion of the time usually thrown 
away. We can then make him a draftsman. 




STUDENT'S TWELFTH DRAWING PUTE. 

Mechanical Drawing. 

As will be at once noticed, the work on this Plate presents a decided contrast in every 
respect to that done on Plate V. The latter plate is inaccurate in construction, roughly exe- 
cuted, and poorly lettered; while the construction, execution, and lettering of the Plate on 
this page are very commendable. Note particularly that the small details are drawn neatly 
and distinctly. The shading of the drawing and the section lining have been well done. The 
work is such as any draftsman would be proud of. 

What we have done for this student we can do for you. It makes no difference how 
clumsy you are — your "fingers may be all thumbs" — we guarantee to make you a draftsman 
If you will only let us. Our Instruction Papers are marvels of clearness and conciseness. 
They are studied with equal success by the college student and the humblest workingman. 




STIDENT'S FIRST DRAWING PLATE. 

Architectural Drawing. 

The Plate shown below is a photographic reduction of the first Plate drawn by a 
student in Architectural Drawing. On this Plate, your attention is called to the following 
paints: No distinction has been made between the given and the required lines; the latter 
should be twice the thickness of the former. The dots of the construction lines vary in length 
and spacing, and are for the most part too short. The lines are somewhat rough, caused by not 
holding the pen properly. The lettering is fairly good, but is still far from being perfect. 

We give every student's drawing a careful examination. We want to make his work 
a credit to his own industry and our teaching. That our efforts are appreciated is shown by 
the fact that our firmest friends are the students who have given us the most trouble. Read 
our guarantee on page 1. 














J!« 




I 


^•& 






4 -e" 




■3 


^"S 








1^ \ 


li 


" 'r- 




~ 


\ U 








«J N 








1 . \ 


*.-8 


















« G 


. 8 








S 


►- • 










- e •• 








^ 


♦ •~ 










S^ ""—• 


- 




c 


1S« 1 






'V, 


^ 9 




j; 


>> 




«j% 


F- 




s 


K , 




■1. 












<» 






^ 


« 




«. 


•.. 




a 


^ 






;i 








e 






1 


^ 

2 u 


,,---"'' 






a '*^ 








V 


s 






1. 


■♦• 






5. 


£ 




H 


^ S 


JN 




H 


l| ^^ 


ffcl 




•< 


^ 


t5 




k] 


N 


S ^ 




^ 


S 










i 






S f*> 


»» 




2 « 


4 




^ 8, . 






< >• 


« 




• i 1 i ^' 


1 




1 i III 




■3 






5 20^5 


K 






1 iih 


1 


\ 




'^ ^ t i 


" rj 






-X ^ 


!'' 




^ ' 


I 






s 


R) 




P = 




0$ 




a- 


tu 



<}ii» 



^ 



STIDENT'S FORTY-SECOND DRAWING PLATE. 

Architectural Drawing. 

Below is given a photographic representation of the Plate entitled "Examples in Design," 
drawn sixteen months afterwards, by the same student that drew the Plate on page 12. It 
presents a notable contrast to that Plate. The improvement in the lines and the lettering is very 
noticeable. The drawing itself, besides being accurate in construction and well executed, has 
a general finish to its appearance that is only acquired by careful teaching and practice. The 
ornamental work is fully as good as the sample Drawing Plate sent to the student, and could 
not be improved upon. The shading of the work, the dimension figures, and the lettering are 
all very well done, and show that skilful handling of details so characteristic of first-cla^ 
draftsmen. 

There is no reason why you should not be able to do as good work as this. Our Papers are 
•o clear and our instruction is so thorough that all who study cannot help but learn. 



:*W^b^' H 




OITLINES OF STUDIES. 



Mechanicai Drawing Course. 



ARITHMETIC. 

(Ill Pages.) 



Fundamental Operations of Arithmetic — —Involution and Evolution— Ratio and Pro- 
Becimals— Percentage — Denominate Numbers portion. 

FORMULAS AND MENSURATION. 

(40 Pages.) 

Meaning, Use, and Application of Formulas and the Measurements of Plane Figures and 
—Fundamental Principles of Mensuration, Solids. 

GEOMETRICAL DRAWING. 

(69 Pages, 9 Plates, 110 Figures.) 

Instruction in the Use of Instruments and tion Drawing — Conic Sections — Intersectionji 
Materials— Lettering— Geometrical Construe- and Developments of Cylindrical Surfaces— 
tions— The Representation of Objects — Projec- Shade Lines — Simple Projections. 

MECHANICAL DRAWING. 

(61 Pages, 16 Plates, 2 Tracings, 57 Figures. ) 

Details — Section Lines — Scales — Machine Bench Vise — Profiles of Gear-Teeth — Spui 

Details — Bandwheel — Eccentric and Brake Gear- Wheels — Bevel Gears — Grovemor — Boilei 

Lever — Engineering Details — Reversing Lever Setting — Tracings— Blueprinting— Details ol 

— Five-Inch Globe Valve — Shaft Hanger— Six-Horsepower Steam Engine. 



Architectural Drawing Course. 



ARITHMETIC. 

Same as in the Mechanical Drawing Course. 

GEOMETRY AND MENSURATION. 

(60 Pages.) 

Lines and Angles— Plane Figures — Triangles of Plane and Irregular Figures— Mensuration 
—Circles — Polygons — Conversion Tables — of Solids: Prism and Cylinder, Pyramid and 
Mensuration of Plane Surfaces: Triangle, Cone, Wedge, Prismoidal Formula, Sphere- 
Quadrilateral, Polygon, Circle, Ellipse, Areas Symmetrical and Similar Figures. 

GEOMETRICAL DRAWING. 

Same as in the Mechanical Drawing Course. 

ARCHITECTURAL DRAWING. 

(114 Pages, 10 Plates, 2 Tracings, 41 Figures.) 

Moldings — Ironwork — Winding Stairs — of a Suburban Residence— Second-Story Plan 
Architectural Details— Mullion Window— De- — Construction Details — Front Elevation- 
tails of Vestibule— Cornices— First-Story Plan Sectional Elevation— Tracings— Blueprinting. 

ORNAMENTAL DRAWING. 

(28 Pages, 6 Plates, 62 Figures.) 

Lines— Vases and Borders— Conventional- Ornament— Applied Ornament: Grecian Pal- 
ized Leaves— Leaves and Foliage— Geometrical mette. Leaves, Egg-and-Dart Ornament. 

ADVANCED ARCHITECTURAL DRAWING. 

(73 Pages, 18 Plates, 96 Figures.) 

Orders in Architecture— Grecian-Doric Or- Ionic Details— Corinthian Details— Composite 
der— Grewan-IonicOrder— Grecian-Coyinthian Details— Doric Doorway— Renaissance Door- 
Order — Tuscan Order — Doric Order — Ionic way — Door and Window Treatment — Exam- 
Order— Corinthian Order— Composite Order— plesinDesign— Gothic Arcade— Classic Fapade. 

351 



Sample Page of Instruction Paper. Geometrical Drawing. 
88 GEOMETRICAL DRAWING. 

ones. The two right-hand end divisions are used to draw in the 
last figure of Plate V, which is too large to put in one division. 

Problem 22. — To draAV an egg-stiaped oval. 

Construction. — In Fig. 50, on the diameter A B, which is 
o 2f " long, describe a circle A C B G. 

Through the center 0, draw C 
perpendicular to AB, cutting the 
circumference A CB G in C. Draw 
the straight lines B CF and A CE. 
With B and A as centers, and the 
diameter ^ 5 as a radius, describe 
arcs terminating in D and H^ the 
points of intersection with B F and 
A E. With as a center, and C D 
as a radius, describe the arc D H. 
The curve AD HB G is the required 

Fig. 50. OVal. 

Problem 23. — To draw an ellipse, tlie diameters being 
given. The exact method. 




let BD, the long diameter, or 
and A C, the short diameter, 



Construction. — In Fig. 51, 
major axis, which is 3 J" long 
or minor axis, which is 2 J-'' 
long, intersect at right angles 
to each other in the center 0, 
so that DO = OB SLiid AO 
= 0. With as a center, 
and (7 as a radius, describe 
a circle ; with the same center, 
and i) as a radius, describe 
another circle. Divide both 
circles into the same number 
of equal parts, as 1-2, 2-3, etc. 
This is best done by first divi- 
ding the larger circle into the required number of parts, begin- 
ning at the center line A C, and then drawing radial lines through 
the points of division on this circle, to the center of the circles, 

352 




DO YOl WANT TO BECOME A TEACHER ? 

Teaching is not what it used to be. At one time any one with a fair 
knowledge of the "three R's " could teach school. All this has been changed. 
Education has been made a duty of tlie State to its future citizens. And the 
State is bound to see that they are well served. Hence, antiquated methods 
of teaching are being abandoned, new and improved methods are being 
introduced, and teaching has been placed on a scientific basis. These changes 
have called for educators with qualifications above those of the average school 
teacher. In order, therefore, to raise the educational standard, a system of 
graded examinations was instituted. These, at first, were made very easy, in 
order to give as many teachers as possible a fair chance of retaining their posi- 
tions. Even under these conditions, however, great numbers of teachers failed, 
and continue to fail, to pass a satisfactory examination. Today the demand for 
competent teachers is far in excess of the supply; in fact, so great is it that 
school boards have frequently the alternative of closing their schools or 
reemploying teachers that have failed on examination. Candidates possessing 
the requisite qualifications easily obtain good positions almost as soon as they 
present themselves. 

As a profession, teaching is both honorable and profitable. It may be 
viewed under two aspects: either as a means to an end, or as a life vocation. 

Teaching has always been an ideal stepping stone to a higher place. ^ The 
teacher not only has abundant opportunity for study, but his experience 
yields him a discipline that is essential in achieving success. 

The opportunities for advancement that teaching as a vocation presents, 
make the profession a very attractive one to the ambitious young man or 
woman. In villages and small towns, capable teachers are always sure of good 
positions. In the larger towns and cities, graded schools are growing more 
numerous, and many openings, with inevitable promotion for merit, are 
frequent; no one with the proper qualifications need ever be without a 
position. Ambitious teachers also find good positions in the governmental 
Indian service. 

Any intelligent young man or woman in the country or city, engaged in 
an uncongenial occupation, may easily and without loss of income enter the 
profession of teaching. The way is through our Complete Teachers' Course. 
This Course has been written especially for men and women that wish to 
qualify for good positions in the teaching profession. All we require of the 
student is the ability to read and write sufficiently to make out the contents 
of a letter and to write simple sentences. With this as a foundation, we 
guarantee, if the student has fair ability and will follow oiir instructions, to 
qualify him or her to pass any teachers' examination for any grade of 
certificate. 

Our plan is as follows: The student enrolls in the Complete Teachers' 
Course, and in his spare time studies, in their order. Arithmetic, Penmanship, 
and Grammar. When he finishes a subject, we give him a thorough examina- 
tion to test his knowledge, and do not pass him until we are satisfied that he 
has mastered the subject. He thus proceeds until he has finished the subjects 
mentioned above; this the average student, if he studies two hours a day, for 
six days in a week, can complete in from six to nine months. For each com- 
pleted Division of his Course, he receives a Certificate of Progress, issued under 
the seal of the Schools, certifying that he has mastered the subjects therein 
included. 

Having completed the studies above mentioned, our student is prepared 
to enter the examination for his first certificate. Owing to the thoroughness 
of his preparation, he should have no diflaculty in passing and securing a 
certificate. He is now prepared to accept his first position. After receiving 
his appointment, he takes up the studv of the remainder of his Course; then, 
when his turn comes to be reexamined, or if he tries for a higher grade, he 
will be fully prepared. The last half of the Complete Teachers' Course takes the 
place completely of a Course in a normal school: in fact, our method, being 
more thorough and practical, is superior to that of a normal. On completing 

353 



^j^^^^^^^^^^^^H 



the Course, the student is awarded a handsome Diploma, with his name and 
qualifications engrossed thereon. 

Our instruction in Arithmetic is the simplest, clearest, and most useful 
treatise on the subject in print. Penmanship includes both the slanting and 
the vertical style of writing.* Each style comprises fifty copy slips, with 

full directions for study. Our Grammar has received 

much commendation from prominent educators. 
Grammatical principles are simply and clearly stated, 
and the student is required to think and reflect at 
every step. Our system of diagramming has 
developed unusual working excellence. As a knowl- 
edge of bookkeeping is a necessary qualification for 
the teacher, we have included in the Course a simple 
and complete treatise on Double-Entry Boolleeping . 
Considerable knowledge of Drawing is required of 
almost every teacher. This subject, which is usually 
the average teacher's bugbear, is by the Inter- 
national method rendered very interesting and 
extremely simple. Our instruction covers every 
detail of the teacher's work in geometrical, freehand^ 
and perspective drawing. We can teach any one 
to draw well. In our Algebra Paper the best and 
most recent American methods are fully treated 

The Paper on Pedagogics of Arithmetic includes all 
the most helpful devices known to the teaching 
world. Pedagogics- of Orthography is a very useful 
work on the principles and methods of spelling, etc. 
The Papers on Pedagogics of Grammar are, we believe, 
superior to anythmg in this line that has jq% 
appeared. Special attention is given to sentence 
diagramming. Pedagogics of Geography indicates and 
arranges the subject matter of geographical science in accordance with the 
consensus of the latest educational opinion. Pedagogics of History describes 
minutely the various plans of teaching history efectively, making the 
German methods especially prominent. 

The following is a brief synopsis of the subjects taught in the Complete 
Teachers' Course: 

Arithmetic. — Fundamental Operations, Cancelation, Fractions, Decimals, The Metric 
System, Formulas. Mensuration, Ratio, Proportion, Percentage, Interest, Stocks and Bonds, 
Equation of Payments, Partnership, Alligation. 

Penmanship: Vertical or Slanting. — Detailed Instruction in the Principles of Hand^vriting, 
Fifty Engraved Copy Slips With Full Instructions for Making Each Copy. 

' Grammar. — Language and Grammar, The Sentence, Functions o"f Sentential Elements, 
Word, Phrase, and Clause Elements, Forms of Sentences, Analysis of Sentences, The Parts 
of Speech. 

Punctuation and Capitalization.— GvammsiV in Punctuation, Rules for Punctuation, Letters 
and Characters, Printers' Marks, Vse of Capital Letters. 

Double-Entry Bool:keepina.—De^mtions, Etc., The Double-Entry System, Model Sets: Flour, 
Grocery, Furniture, Dry Goods, General ]Merchandise, and Produce and Provision Business. 

School Drawing.— GeoTaetvical Drawing, Freehand Drawing, Historic Ornament, Perspec- 
tive Drawing, Color Harmony. 

Algebra. — Notation, Fundamental Operations,^ Factors, Fractions, Equations, Exponents, 
Quadrahc Equations, Ratio and Proportion, Variation, Progressions, Binomial Theorem, 
Logarithms. 

Pedagogics of Arithmetic— Pedsigogics in General, Fundamental Drills, The Teaching of 
Fractions, Primary Work in Detail, Advanced Work. 

Pedagogics of Orthography.— Be^nitions and Classifications, Modification of Words, General 
Consideration of Spelling, Methods of Orthography. 

Pedagogics of Grcnnmar.—Vse of Textbooks, The Sentence: Analysis of Sentences. Meaning 
of Terms, Ambiguity, Synthesis, Special Constructions, False Syntax,' Etymology and Syntax. 

Pedagogics of Geography.— Educational Values, Geographical ^Matter. Collections in'Xatural 
Science, Geography Without a Textbook: Measures and Their Applications, Graphic Geography, 
Matter and Method in Geography. 

Pedagogics of History. — Value of the Study of History. Preparation for Teaching History, 
Methodology: Description of the Various Methods of Teaching History, Relation of History to 
Other Subjects. 



ONE OF OUR BOrXD VOLrJIES. 



*The teacher has the choice of studying either style of Penmanship, 
however, are included in the Bound Volumes. 

354 



Both styles^ 



VALIE OF A KNOWLEDGE OF DRAWING. 

The art of drawing lies at the basis of all the constructive sciences, and 
has been an important branch of education to the children of the poor as well 
as of the rich in all the public-school systems of Europe. This is also the case, 
to a large degree, in the more progressive sections of this country. So impor- 
tant, in fact, has drawing come^ to be regarded that some States require the 
teacher to pass an examination in the subject before obtaining a certificate. It 
is but safe to say that, within the next few years, all enlightened communi- 
ties will have similar regulations. 

A knowledge of drawing is of the greatest value to the teacher. It 
developes the powers of observation and precision, and trains the hand to 
quickness and accuracy; the hand becomes the helpmeet of the mind. The 
teacher that has a working knowledge of this art is able — on account of her 
ability to illustrate what she sees or thinks — not only to arouse the interest of 
her pupils and hold their attention, but also to lessen considerably her own 
labor. Moreover, drawing opens wide the door to the constructive arts, and 
can be made a profitable as well as an interesting instrument for advancement. 

The School Drawing Course of The International Correspondence Schools 
is intended to give teachers a thorough knowledge of drawing in all its 
branches, both theoretical and practical. The Course will qualify the teacher 
not only to pass any drawing examination that may be required by school 
boards, but to apply for and successfully fill a position as special instructor in 
drawing. We can teach any one to draw well— in fact, by our method of 
instruction, freehand drawing and perspective drawing are just as easily 
learned as writing. So great, in fact, has been our success in teaching this 
subject that Tre guarantee to forfeit $100.00 to any student 
tliat ^N;\^ill study as ^ve direct, Tv^liom yve cannot qualify as 
teaclier of drawing. 



THE SCHOOL DRAWING COURSE. 

In The International School Drawing Course, ambitious teachers are 
afforded an excellent opportunity to secure a thorough training in every 
branch of this important subject. The Course is simple, but progressive and 
complete. No previous knowledge of drawing or "genius" is necessary to 
master the Course. Any one that can learn to write can learn to draw. All 
we ask is that the teacher let us guide her. If she will follow our instructions, 
we can teach her to draw quickly and well. 

The Papers of the Teachers' Drawing Course are superior to anything in 
this line that has yet appeared. The teacher is first given thorough instruction 
in Geometrical Drawing. The use and care of instruments are carefully explained. 
Then simple geometrical constructions are taken up, lettering, lines used on 
drawings, use of scales, sectioning, and shading. The pupil is required to 
execute five Plates in geometric construction. The figures on these Plates, as 
well as those on the remaining Plates of the Course, are not to be copied, but 
are indicative of the work required of the student; she is thus taught to do 
original work. Then, in Freehand Drawing, the student is given instruction in 
surfaces, solids, natural and conventional leaves and flowers, brush work, color 
work, and applied design. In Historic Ornament, the various forms of Ancient, 
Classic, Asiatic, and Western art are fully described. Perspective Drawing is, 
by our method, rendered extremely simple. The student finishes her Course 
with Color Harmony, in which she is required to execute two colored Plates in 
historic ornament, flowers, and insect forms, and is taught to properly combine 
the three primary colors. 

Throughout the Course, the student is required to execute numerous 
sketches in addition to the regular Drawing Plates. The student that 
finishes the Course will be thoroughly equipped in every respect for practical 
drawing work. 

3>'t 



SYNOPSIS OF SIBJECTS 

Taught in the School Drawing Course, 



Geometrical Drawing. 

Instruments and Materials. 
Lettering. 

Plate I. Geometrical Constructions. 
Plate II. Geometrical Constructions. 
Plate III. Geometrical Constructions. 
Plate IV. Geometrical Constructions. 
Plate V. Geometrical Constructions. 
Plate YI. Projections. 
Plate YII. Projections. 
Plate YIII. Conic Sections. 
Plate IX. Intersections and Devel- 
opments. 

rreeliand Drawing. 

iNTRODrCTION. 

Plate I. Linear Elements. 
Plate II. Surfaces and Solids. 

Natural Leaves. 

Flowers and Conventionalized 



Plate III. 
Plate IY. 
Leaves. 
Plate Y. 
Plate YI. 



Brush Work. 
Applied Design. 

Historic Ornament, Part I. 

Introduction. 
Ancient Ornament. 

Primitive Ornament. 

Egyptian Ornament. 
Classic Ornament. 

Greek Ornament. 

Greco-Roman Ornament. 



Historic Ornament, Part II. 

Classic Ornament. 
Roman Ornament. 
The Five Orders of Architecture. 
Romanesque Ornament. 
Byzantine Ornament. 
Asiatic Ornament. 

Chinese and Japanese Ornament. 
Indian Art. 
Arabian Ornament. 
Turkish Ornament. 
Persian Art. 
Moorish Art. 
Historic Ornament, Part III. 
Western Art. 

Celtic Ornament. 
Gothic Ornament. 
Renaissance Ornament. 
Perspective Draw^ing. 

Throughout the study of this subject, 
the student is required to execute 
numerous perspective sketches and 
drawings. 
Perspective in Nature. 
Perspective Rendering. 

Theory and Geometrical Basis. 
Perspective Drawings From Plans and 

Elevations. 
Plans and Elevations From Perspective 
Drawings or Photographs. 
Color Harmony. 

Plate I. Historic Ornament in Color. 
Plate II. Natural Forms in Color. 



356 



Sample Page of Instruction Paper. Freehand Drawing. 



FREEHAND DRAWING. 



77 




Fig. 76. 



draws. If he can secure a slip of the vine itself, he will draw 
it as he sees it, locating the leaves as he sees them, and not in 
any way attempting to copy his drawing plate, but referring to 
same for the expression of the stronger characteristics of the 
growth. If he cannot secure a slip of 
the plant, he will have to make his 
drawing from the plate. The leaves 
of this example are triangular, slightly 
indented at the bottom, and manifest a 
strong inclination to curl up slightly 
at the edges. They are a soft leaf, and 
rarely lie stiff and flat, like the maple. 
In drawing them the student will observe 
the character of the veining, the arrange- 
ment on each side of the main stem, 
noting that they branch alternately, and that no two of them 
start from the same point. The leaf that is turned over, show- 
ing its underside, indicates the method and manner of the stem 
joining the surface, and in making the drawing the student has 
but to bear in mind that the governing principle is an isosceles 
triangle, as shown in Fig. 76, and the arrangement on the stem 
is an alternation on opposite sides. 

Fig. 8 is a spray of ivy leaves, 
each of which may be drawn 
within a pentagon, as shown in 
Fig. 77, in the same manner as 
was described for the maple leaf. 
The edges of the ivy leaf are not 
serrated, and the sides of each 
lobe are distinctly curved. Each 
leaf has five lobes; the stems join 
them in a stiff, angular way at the 
lower indentation, and are heavy 
in proportion to the size of the 
leaf. The leaves do not show the wavy outline of the morn- 
ing glory, for they are naturally stiff and somewhat clumsy. 
The stem from w^hich the leaves branch is of a woody texture, 
and is much stiffer and harder than the stem of the morning 

857 




Fig! 77. 




THOMAS J. FOSTER, 
President of The International Correspondence Schools. 



358 



k. 



FACULTY, SCHOOLS, AND COIRSES. 

The twenty pages following contain brief descriptions of the educational 
and practical qualifications of the Faculty of The International Correspond- 
ence Schools, the character of each Course, the classes for whom it is intended, 
and the subjects taught. For further information regarding any Course, write 
for the Circular of the School to which it belongs. 



John Jesse Clark, M. E., Assistant 
Manager, Instruction Department, is a 
graduate of Lehigh University, class of '88. 
He was employed in the shops of the Fall 
Brook Coal Company, of Corning, N. Y. 
Afterwards held positions as draftsman 
with Harrison Bros. & Company, Phila- 
delphia, Pa.; Buckeye Engine Company, 
Salem, Ohio; and in the Latrobe (Pa. ) Steel 
Works; was also in their shops several 
months. He entered the employ of the 
Schools November 1, 1892. The Textbook 
and Instruction Departments are under 
Mr. Clark's supervision. He is an expert 
mathematician, and is well qualified for 
the responsibilities of his position. 




THE SCHOOL OF MECHANICAL ENGINEERING. 

COMPLETE MECHANICAL COURSE.— This is intended for machin- 
ists, draftsmen, patternmakers, tool makers, designers, mechanical engineers, 
and all others that are engaged in mechanical work. Graduates of this 
Course will have the education necessary to make engineering calculations, 
will understand mechanical drawing, the operation and design of steam 
engines, boilers, and modern machinery, and with practical experience will 
be able to fill the most responsible positions. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, Mechanical Drawing, 

-Geometry and Trigonometry, Elementary Mechanics, Hydromechanics, Algebra, 

Logarithms, Pneumatics, Heat, Steam and Steam Engines, 

Strength of Materials, Applied Mechanics, 

Steam Boilers, Machine Design, Dynamos and Motors. 



REFRIGERATION COURSE.— This is intended for both manufacturers 
and operators of refrigerating machinery. Graduates will thoroughly under- 
stand the principles of refrigeration, design and construction of refrigerating 
apparatus, and its installation, testing, and operation. 

Subjects Taught in the Course. 

Arithmetic, Geometrical Drawing (Optional), Mechanical Drawing (Optional), 

Mensuration, Elementary Algebra and Trigonometric Functions, Logarithm^ 

Elementary Mechanics, Pneumatics, Heat, 

Principles of Refrigeration, Ice-Making and Refrigerating Machinery. 

If interested in these Courses, send for the Mechanical Circular. 

359 



Ji 



THE SCHOOL OF MECHANICAL ENGINEERING. 




Charles P. Turner, M. E., Principal of 
the Schools of Mechanical and Steam Engi- 
neering, is a graduate of Lehigh University. 
Was for three years with the Cambria Iron 
Works, in the testing department; one 
year with the Stearns Mfg. Co. , Erie, Pa. , in 
steam-engine and boiler design; with Prof. 
Klein, of Lehigh University, making tests 
and experiments on steam engines, for a 
work on ' ' Steam-Engine Design" ; assistant 
chief draftsman in the design of the Lorain 
Steel Works; for one year engaged in the 
design of a new department and special 
machinery for the Edgar Thomson Steel 
Works, of Pittsburg, Pa. He entered the 
employ of the Schools November 15, 1895. 



GAS ENGINES COURSE.— This is intended for all that desire to 
naanufacture and install gas or oil engines, aiid for all that operate or 
repair them, or wish to qualify as gas engineers. 

Graduates of this Course will understand the mechanism of gas engines 
their efficiency, how to select a good engine, set it up, run it economically, 
make repairs, etc. 

Subjects Taught in the Course. 

Arithmetic, Geometrical Drawing (Optional), Mechanical Drawing (Optional), 

Mensuration, Elementary Algebra and Trigonometric Functions, Logarithms, 

Elementary Mechanics, Pneumatics, Gas, and Petroleum, 

Heat, Gas, Gasoline, and Oil Engines. 



FARM MACHINERY COURSE.— This is intended for traction engineers, 
threshers, and farmers that operate traction engines and farm machinery. 
Graduates will thoroughly understand the principles of operation of farm 
machinery and be able to run traction engines safely and economically. 

The Course offers farmers' sons that wish to become stationary engineers 
a good opportunity to learn the principles and practice of steam engineering. 

Subjects Taught in the Course. 

Arithmetic, Mensuration, Mechanics, 

Traction and Portable Engines, Farm Machinery. 

If interested in one of these Courses, send for the Mechanical Circular. 



MECHANICAL DRAWING COURSE.— List of subjects taught in the 
Mechanical Drawing Course will be found on page 48 in the School of 
Drawing. 

If you wish to learn Mechanical Drawing or desire to become a mechanical 
or electrical engineer, and support yourself while learning either of these 
professions, send for special circular, " Salaried Positions for Learners." 

3G0 



THE SCHOOL OF STEAM ENGINEERING. 



CHARLES PRENTICE TURNER, M. E., Principal. 



STATIONARY ENGINEERS* COURSE.— This is intended for firemen, 
engineers, and all that wish to become first-class stationary engineers. The 
graduate will understand the chemistry of combustion, methods of firing, 
varieties of boilers, laws of mechanics, principles and operations of steam 
engines, indicator cards, engine testing, engine and boiler attachments, will 
be able to pass any stationary engineers' examination for license, and, with 
a short experience, to successfully manage any modern steam plant. 

Subjects Taught in the Course. 

Arithmetic, Mensuration, Geometrical Drawing (Optional), 

Mechanical Drawing (Optional), Mechanics, Steam and St^am Engines, 

Steam Boilers, Dynamos and Motors. - 

If interested in this Course, send for the Steam Engineering Circular. 



THE SCHOOL OF MARINE ENGINEERING. 



J. A. Grening, Principal of the School 
of Marine Engineering, received his edu- 
cation in the common and technical schools 
of Berlin, Germany, served three years 
apprenticeship as a machinist, and has 
had a wide experience in marine engineer- 
ing. He was employed for a number of 
years in various capacities, from coal 
passer up, in the engineers' department 
of ocean steamers; was employed as 
tool maker and afterwards as engineer 
by the National Meter Company, Brook- 
lyn, N. Y., several years; engaged in 
experimental work in New York City. 
He entered the employ of the Schools in 
the fall of 1893. 




MARINE ENGINEERS' COURSE.— This Course is intended for coal 
passers, firemen, water tenders, oilers, and other employes of steam vessels. 

A graduate will understand the principles of combustion, economical 
firing, calculations relating to strength of boilers and safety-valve problems, 
and the operation and testing of marine engines, electrical and refrigerating 
apparatus, and will be qualified to pass marine license examination for any 
grade to which he is eligible by law. 

Subjects Taught in the Course. 

Arithmetic, Mensuration, Geometrical Drawing (Optional), 

Mechanical Drawing (Optional), Mechanics, Steam Boilers, Steam Engines, 

Dynamos and Motors, The Machinery of Western River Steamboats, 

Recent Developments in Marine Engineering. 

If interested in this Course, send for the Steam Engineering Circular. 

3G1 



THE SCHOOL OF LOCOMOTIVE ENGINEERING. 




Harry Rolfe, Principal, is a graduate of 
Northampton College and of the Brighton 
Technical Schools, England. He was for 
seven j^ears in the machine shops of the 
London, Brighton & South Coast Railway, 
of England, and later spent four and one- 
half years with the same railway on loco- 
motive and general designing; then in the 
mechanical departments of the Sao Paulo 
Railroad, Brazil, and the London & North- 
western Railway, England; with the Co- 
1 ombia Motor Carriage Company, Hartford, 
Conn.; with E. D. Leavitt, Cambridge, 
Mass.; with the Dickson Locomotive 
Works, Scranton, Pa. He entered the 
employ of the Schools in April, 1897. 



MECHANICAL=LOCOMOTIVE COURSE.— This Course provides in- 
struction in theoretical and applied mechanics, steam engines and boilers, 
mechanical drawing, machine design, and the principles of construction and 
operation of locomotives and dynamos and motors. It is intended for master 
mechanics, roundhouse and machine-shop foremen, machinists and draftsmen 
in railway machine shops, and enginemen that desire to qualify for positions 
in the mechanical departments of railways. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, Mechanical Drawing, 

Geometry and Trigonometry, Elementary Mechanics, Hydromechanics, Algebra, 

Logarithms, Pneumatics, Heat, Steam and Steam Engines, 

Strength of Materials, Applied Mechanics, Steam Boilers, Machine Design, 

Dynamos and Motors, Locomotive Boilers, Steam, Cylinders, and Valve Gears, 

Locomotive Management, Including Breakdowns, Compound Locomotives, 

The Westinghouse Air Brake, The New York Air Brake, Train Kules, 

Car Heating, Car Lighting, The Electric Headlight. 



THE SCHOOL OF LOCOMOTIVE RUNNING. 

LOCOMOTIVE RUNNING COURSE.— This Course is very popular with 
locomotive firemen and engineers. Through the information contained in 
this Course, the fireman is qualified to properly perform his duties and pass 
the examinations necessary to promotion; while the engineer is fitted to pass 
any railway examination, or is qualified to fill the highest places in his chosen 
profession. The Course furnishes instruction in the construction and manage- 
ment of the locomotive and its various appliances and fittings, including the 
subjects of breakdowns, train signaling, steam heating, train orders, etc. 

Subjects Taught in the Course. 

Locomotive Boilers, Steam, Cylinders, and Valve Gears, 

Locomotive Management, Including Breakdowns, Compound Locomotives, 

The Westinghouse Air Brake, The New York Air Brake, 

Train Rules, Car Heating, Car Lighting, The Electric Headlight. 

Note. — The Locomotive Running Course is sold to locomotive engineers 
and firemen only. 



THE SCHOOL OF LOCOMOTIVE RINNING. 



James F. Cosgrove, B. S., Principal of 
the School of Locomotive Running, is a 
graduate of the University of Wisconsin; 
engaged in instruction work in the Mechan- 
ical Laboratory of the University of Wis- 
consin; in the Electrical Department of the 
World's Fair; in electrical construction 
work, Madison, Wis. ; in the Engineering 
Department of the Chicago Bell Telephone 
Company; chief instructor in the National 
School of Electricity, of Chicago; educa- 
tional director of the Chicago School of 
Electricity; educational director of the 
Chicago School of Locomotive Engineers 
and Firemen. He entered the employ of 
the Schools July 15, 1898. 




TRAINMEN'S COURSE.— This Course provides trainmen with special 
instruction in air brakes and train heating and lighting apparatus. 

Subjects Taught in the Course. 

The Westinghouse Air Brake, The New York Air Brake, Train Rules, 

Car Heating, Car Lighting. 

AIR BRAKE COURSE. — This is intended for enginemen and air-brake 
inspectors. It provides complete instruction on the air brake. 

Subjects Taught in the Course. 

The Westinghouse Air Brake, The New York Air Brake. 

Note. — The Trainmen's and Air Brake Courses are sold to employes in 
the engine or train service of railroads only. 



THE SCHOOL OF ELECTRICITY. 



|^^^^^^^^^^^^?i^^n7 


^^??^^HBI 


^B*^ 


m^M 


■i^ 


^1 


1^ ^^^' 


I^^H 


^^B^ 


^^H 


1^KM::^m 


^^^H 


Usi 


^1 



R. B. Williamson, M. E., Principal of 
the School of Electricity, after graduating 
from Cornell University, spent two years 
at electrical construction work. In 1895 
he was chief draftsman for the Canadian 
General Electric Compan}", and was en- 
gaged in designing dynamos and motors 
for direct and alternating currents. In 
1896 he became instructor in Electrical 
Engineering at Lehigh University. Here 
he had complete charge of the courses in 
dj-namo-electric machinery and the design 
of electrical apparatus. He also had charge 
of the work in electric street railways and 
alternating currents. He entered the em- 
ploy of the Schools July, 1899. 

3(33 



THE SCHOOL OF ELECTRICITY. 

ELECTRICAL ENGINEERING COURSE.— This is intended for super- 
intendents of electrical establishments, factory artisans, draftsmen, designers, 
inventors, and all others that wish a thorough knowledge of the principles 
and design of electrical apparatus. 

Graduates will have the necessary education to design either continuous- 

or alternating-current apparatus, or to plan, install, and oversee complete 

electric plants. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, Mechanical Drawing, 

Geometry and Trigonometrj^ Elementary Mechanics, Hydromechanics, Algebra, 

Logarithms, Pneumatics, Heat, Steam and Steam Engines, 

Strength of Materials, Applied Mechanics, Steam Boilers, Machine Design, 

Principles of Electricity, Electrical Measurements, Applied Electricity, 

Batteries, Electric Transmission, Electric Railways, Electric Lighting, 

Dynamo-Electric Machine Design (Continuous Cvurrent), Motor Design (Continuous Current), 

Principles of Alternatjing-Current Apparatus, Design of Alternating-Current Apparatus. 



ELECTRICAL COURSE.— This is intended for those that desire to 

qualify for any electrical position that does not require a knowledge of 

mechanical engineering. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, Mechanical Drawing, 

Geometry and Trigonometry, Elementary Mechanics, Algebra, Logarithms, 

Principles of Electricity, Electrical Measurements, Batteries, 

Applied Electricity, Electric Transmission, Electric Railways, Electric Lighting, 

Dynamo- Electric Machine Design (Continuous Current), 

Motor Design (Continuous Current), Principles of Alternating-Current Apparatus, 

Design of Alternating-Current Apparatus. 



ELECTRIC POWER AND LIGHTING COURSE.— This is intended for 
linemen, wiremen, dynamo tenders, stationary engineers, installation engi- 
neers, and all that work around electric railway or lighting plants. 

Subjects Taught in the Course. 

Arithmetic, Geometrical Drawing (Optional), Mechanical Drawing (Optional), 

Mensuration, Mechanics, 

Dynamos and Motors, Electric Lighting, Electric Railways? 



ELECTRIC LIGHTING COURSE.— This will qualify the student to suc- 
cessfully install and operate electric arc- and incandescent- lighting systems. 

Subjects Taught in the Course. 

Arithmetic, Geometrical Drawing (Optional), Mechanical Drawing (Optional), 

Mensuration, Mechanics, 

Dynamos and Motors, Electric Lighting. 



ELECTRIC RAILWAYS COURSE.— This will qualify the student to 
construct and maintain electric railways under any of the various systems. 

Subjects Taught in the Course. 

Arithmetic, Geometrical Drawing (Optional), Mechanical Drawing (Optional), 

Mensuration, Mechanics, 

Dynamos and Motors, Electric Railways. 

If interested in these Courses, send for the Electrical Circular. 

364 



THE SCHOOL OF ELECTRICITY. 



ELECTRIC CAR RUNNING COURSE.— This will qualify the student 
to operate and care for electric cars and motors. 

Subjects Taught in the Course. 

Motor Principles, Car Equipment, Railway Management and Discipline. 



WIRING AND BELLWORK COURSE.— This will qualify the student 
to do electric-light wiring and bellwork. 

Subjects Taught in the Course. 

Arithmetic, Mensuration, Electric-Light ^Yiring and Bellwork. 

If interested in these Courses, send for the Electrical Circular. 



THE SCHOOL OF ELECTROTHERAPEITICS. 

WILLIAM F. BRADY, M. D., Principal. 



ELECTROTHERAPEUTICS COURSE.— This is intended for physicians, 
dentists, and students of medicine only. It is a complete treatise on the 
modern uses of electricity in the treatment of diseases. 

Subjects Taught in the Course. 

Direct Currents, Magnetism and Electromagnetism, Electrostatics, 

Essential Apparatus and Hydro-Electric Methods, 

Technique and Physiology of Static Currents, Physiology of Direct Currents, 

Physiology of Alternating Currents and Hydro-Electric Methods, 

The X-Kays, Therapeutics of Static Electricity, 

Therapeutic Uses of Electricity in Gynecology, 

Therapeutic Uses of Electricity in Diseases of the Genito-Urinary System, 

Therapeutic Uses of Electricity in Diseases of the Nervous System, 

Electrolysis in Surgery, Electricity in Dentistry 

Electricity in Diseases of the Eye, Ear, Nose, and Throat. 

If interested in this Course, send for the Electrotherapeutics Circular. 



THE SCHOOL OF TELEPHONY AND TELEGRAPHY. 

H. S. Webb, M. S., Principal of the 
School of Telephony and Telegraphy, grad- 
uated in Electrical Engineering at the 
Massachusetts Institute of Technology. 
After graduating from that institution he 
was engaged in practical electrical work, 
first in the shop and testing rooms of the 
General Electric Company, then in elec- 
trical contracting and engineering work. 
He left this work to take charge of the 
courses in Telephones, Telegraphs, and 
Electrical Laboratory Testing at Lehigh 
University. Mr. Webb has also been a 
popular contributor to the electrical press. 
He entered the employ of the Schools in 
June, 1899. 

305 




THE SCHOOL OF TELEPHONY AND TELEGRAPHY. 

TELEPHONY COURSE.— This is intended for all telephone men that 
wish a thorough knowledge of the construction and operation of telephonic 
instruments and appliances. It will qualify students to design switchboards, 
install and manage telephone exchanges, or fill any position in telephony. 



Arithmetic, 



Subjects Taught in the Course. 

Mensuration, Elementary Algebra and Trigonometric Functions, 

Elementary Mechanics, Principles of Electricity, 

Electrical Measurements, Batteries, Telephony. 



TELEGRAPHY COURSE.— This is intended for telegraph operators in 
commercial or railroad business, the military or the signal service. It gives 
thorough instruction in all branches of telegraphy, including all modern 
developments. Graduates will be qualified for the most responsible positions^ 

Subjects Taught in the Course. 

Arithmetic, Mensuration, Elementary Algebra and Trigonometric Functions, 

Elementary Mechanics, Principles of Electricity, 

Electrical Measurements, Batteries, Telegraphy. 

If interested in these Courses, send for the Electrical Circular. 



THE SCHOOL OF CIVIL ENGINEERING. 




Benjamin F. LaRue, Principal of the 
School of Civil Engineering, studied civil 
engineering under the private tutorage 
of practicing engineers; was assistant engi- 
neer on the construction of the Mackinaw 
Division of the Michigan Central Rail- 
road; city engineer of Jackson, Mich.; 
deputy county surveyor of Jackson County, 
Mich.; topographical draftsman, Plum 
Point Reach, government survey of the 
Mississippi River; assistant engineer, con- 
tracting engineer, and sales agent of two 
well-known bridge and iron manufactur- 
ing companies; consulting engineer, tech- 
nical writer, and instructor. He entered 
the employ of the Schools January 17, 1894. 



SURVEYING AND MAPPING COURSE.— This is intended for rodmen, 
chainmen, engineers' assistants, and all that wish to become surveyors. 
Graduates will be qualified to survey railroads, farm properties, etc. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometry and Trigonometry, 

Geometrical Drawing, Surveying, Land Surveying, Mapping. 

If interested in this Course, send for the Civil Engineering Circular. 

36G 



THE SCHOOL OF CIVIL ENGINEERING. 

CIVIL ENGINEERING COURSE.— This Course is intended for practicing 
bridge, railroad, municipal, or hydraulic engineers, surveyors, and engineers' 
assistants, that wish to review former studies, to acquire a thorough knowledge 
of other branches of the profession by studying those special branches of 
engineering in which they lack knowledge, or to become qualified as con- 
sulting engineers. The instruction is sufficiently advanced and compre- 
hensive to insure to the graduate the technical training necessary to the 
successful prosecution of his professional work. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, Mechanical Drawing, 

Geometry and Trigonometry, Elementary Mechanics, 

Algebra, Logarithms, Hydraulics, Pneumatics, Elementary Graphical Statics, 

Strength of Materials, Analysis of Stresses, 

Proportioning the Material, Details of Construction, 

Details, Bills, and Estimates, Surveying, Land Surveying, Mapping, 

Railroad Location, Railroad Construction, Track Work, 

Railroad Structures, Drainage, Sewerage, Streets and Highways, 

Paving, Waterwheels, Hydraulic Machinery, Water Supply and Distribution, 

Irrigation, Heat, Steam and Steam Engines, 

Steam Boilers, Locomotives, Dynamos and Motors, Electric Lighting, 

Electric Railways, Descriptive Astronomy, 

Elementary Chemistry, Geology, Blowpiping, Mineralogy. 



As modern civil engineering is largely divided into special branches, 
men that are working in these lines should not enroll in the complete 
Course, but study one or more of the following Courses: 

BRIDGE ENGINEERING COURSE.— This is intended for surveyors, 
draftsmen, bridge engineers and their assistants, and employes in bridge works. 

It affords thorough instruction in the design and construction of modern 
bridges, and is especially full and clear in its treatment of shop details. 

Graduates will, with some experience, be able to design and superintend 
the construction of modern highway and railroad bridges. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, Mechanical Drawing, 

Geometry and Trigonometry, Elementary Mechanics, Hydromechanics, Algebra, 

Logarithms, Pneumatics, Elementary Graphical Statics, 

Strength of Materials, Analysis of Stresses, Proportioning the Material, 

Details of Construction, Details, Bills, and Estimates. 



RAILROAD ENGINEERING COURSE.— This is intended for railroad 
employes, track inspectors, section men, assistant engineers, railroad surveyors, 
and all others engaged in the survey, construction, or maintenance of railroads. 

Graduates of this Course will have the necessary education to survey and 
map out proposed locations for railroads, or fill responsible positions in 
the work of construction or in the maintenance-of-way department. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, Mechanical Drawing, 

Geometry and Trigonometry, Elementary Mechanics, Hydromechanics, Algebra, 

Logarithms, Pneumatics, Strength of Materials, Surveying, 

Land Surveying, Mapping, Railroad Location, Railroad Construction. 

Track Work, Railroad Structures. 

367 



THE SCHOOL OF CIVIL ENGINEERING. 

HYDRAULIC ENGINEERING COURSE.— This is intended for those 
interested in irrigation, water supply, and the development of water-power. 
Graduates will have the necessary education to design and install water-power 
plants, hydraulic machinery, and water-supply and irrigation systems. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, Mechanical Drawing, 

Geometry and Trigonometry, Elementary Mechanics, Algebra, Logarithms, 

Hydraulics, Pneumatics, Strength of Materials, Surveying, 

Surveying and Mapping, Steam and Steam Engines, Steam Boilers, Waterwheels, 

Hydraulic Machinery, Water Supply and Distribution, Irrigation. 



MUNICIPAL ENGINEERING COURSE.— This is intended for municipal 
engineers and contractors, city surveyors, and their assistants. It will qualify 
the students to survey and make maps and estimates of proposed sewerage 
systems, street improvements, pavements, etc., and to superintend their 
construction. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, Mechanical Drawing, 

Geometry and Trigonometry, Elementary Mechanics, Hydromechanics, Algebra, 

Logarithms, Pneumatics, Strength of Materials, 

Surveying, ' Land Surveying, Mapping, Drainage, 

Sewerage, Streets and Highways, Paving. 

If interested in these Courses, send for the Civil Engineering Circular. 



THE SCHOOL OF MATHEMATICS AND MECHANICS. 




John L. Martin, C. E., Principal of 
the School of Mathematics and Mechanics, 
is a graduate of Rensselaer Polytechnic 
Institute. For five years he was assistant 
engineer with a large mining company 
at Lake Linden, Mich. Was assistant 
city engineer of Lansing, Mich., two 
years; U. S. Engineer Inspector at Chi- 
cago, 111., one year; assayer with the 
Spotted Horse Mining Company, in 
Montana, one year. He entered the 
employ of the Schools May 9, 1898. 
Mr. Martin has charge of the preliminary 
examination and correction of the stu- 
dents' work, and is assisted by 87 Exam- 
iners and 13 Special Instructors. 



ADVANCED ALGEBRA COURSE.— This Course is intended for teachers 
of algebra, mechanical, electrical, or civil engineers, and all others that wish 
thorough instruction in higher algebra. 

Subjects Taught in the Course. 

Elementary Algebra,, Advanced Algebra, Part 1, Advanced Algebra, Part 2. 

3G8 



THE SCHOOL OF CHEMISTRY. 




George H. Dimpl'el, Th. D., Principal 
of the School of Chemistry, student of the 
Universities of Strasburg and Heidelberg, 
and graduate of the University of Leipsic, 
Mas engaged in sugar manufacturing in 
Germany; assistant in the laboratory of 
the University of Heidelberg; chemist 
with a firm making aniline dyes and soda 
in Stuttgart, Germany; with Pinaud &, 
Son, Paris, manufacturers of perfumeries; 
chief chemist with A. D. Katch & Sons, 
London, analytical chemists; chemist with 
a large sugar refining company of Kew 
York; consulting chemist in New York. 
He entered the employ of the Schools 
■March 26, 1897. 



COMPLETE CHEMISTRY COURSE.— The chemist's profession is one 
of the most desirable paths to advancement that the ambitious man can 
pursue. Many branches of manufacturing require the emploj^ment of one or 
more chemists. The Complete Chemistry Course is intended for chemists, drug 
clerks, or those engaged in any work that requires a knowledge of analytical 
chemistry. It will qualify the student to fill a jDosition as assistant analytical 
chemist, and a little general experience will fit him for an advanced position. 

Subjects Taught in the Course. 

Arithmetic, Elementary Algebra and Trigonometric Functions, Physics, 

Theoretical Chemistry, Inorganic Chemistry, Qualitative Analysis, 
Organic Chemistry, Quantitative Analysis. 

If interested in this Course, send for the Chemistry Circular. 



THE SCHOOL OF DRAWING. 



L. Harald Kjellstedt, C. I., Principal 
of the School of Drawing, is a graduate of 
the Government Technical School at Boras, 
Sweden. He was with the Royal Survey- 
ing Department in Sweden as assistant civil 
engineer and map draftsman; associate edi- 
tor of Boras Tidning, Boras, Sweden; drafts- 
man with the DeLaval Separator Company, 
of New York; draftsman with the Dickson 
Manufacturing Company, Scranton; drafts- 
man with the Wightman Electric Manu- 
facturing Company, Scranton. He entered 
the employ of the Schools October 10, 1892. 
Mr. Kjellstedt has charge of the drawing 
instruction in the schools, and the work 
of examination and correction. 

369 




THE SCHOOL OF DRAWING. 

MECHANICAL DRAWING COURSE.— The student that completes this 
Course will be able to make first-class mechanical drawings. We have met 
with remarkable success in teaching this subject to thousands entirely ignorant 
of drawing, hundreds of whom are now earning good salaries as draftsmen 
and designers. We guarantee to qualify ANY ONE as a mechanical draftsman 
that follows our directions. 



Subjects Taught in the Course. 

Arithmetic, 

Geometrical Drawing, 



Mensuration, 
Mechanical Drawing. 



ARCHITECTURAL DRAWING COURSE.— The student that completes 
this Course will be able to make general and detail working drawings of archi- 
tectural structures, and will be thoroughly qualified as an architectural drafts- 
man. AVe make the same guarantee with this Course as with ''Mechanical 
Drawing" above. 

Subjects Taught in the Course. 

Arithmetic, Mensuration, 

Geometrical Drawing, Architectural Drawing, Ornamental Drawing, 

Advanced Architectural Drawing. 

As inexperienced students frequently pay exorbitant prices for inferior 
instruments and materials, we find it advantageous to furnish each student in 
Mechanical or Architectural Drawing, without additional charge, with a first- 
class Drawing Outfit, valued at |12.55. He is permitted to retain this Outfit 
for use indefinitely, even after he has paid for his Scholarship, completed his 
studies, and received his Diploma; provided he observes the terms of his Con- 
tract for Scholarship. 

If interested in either of these Courses, send for circular, *' Salaried Posi- 
tions for Learners." 



THE SCHOOL OF ARCHITECTIRE. 




W. Scott-Collins, Architect, Principal 
of the School of Architecture, is a graduate 
of the Free Church School, Peebles, Scot- 
land. He worked for ten years as builders' 
clerk with his father, James Collins, and 
during this period studied architecture 
and designed many residences in Peebles- 
shire. Later he spent one year with 
George H. Hardy, builder. New York City. 
In the ofiice of E. L. Walter, Scranton, 
Pa., he was engaged for nine years as 
architectural draftsman and superintend- 
ent; and was for two years a partner in 
the firm of Collins & Hunter, Architects, 
New York City. He entered the employ 
of the Schools August 1, 1895. 

370 



THE SCHOOL OF ARCHITECTIRE. 

COMPLETE ARCHITECTURAL COURSE.— This is intended for archi- 
tects, draftsmen, contractors and builders, carpenters, masons, bricklayers, 
building tradesmen, and all others desirous of qualifying themselves to design 
and construct buildings. Graduates will be able to design, prepare working 
drawings and specifications for building operations, calculate quantities, esti- 
mate costs, and will have a thorough knowledge of iron and steel construction. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometry and Mensuration, Geometrical Drawing, 

Architectural Drawing, Ornamental Drawing, Advanced Architectural Drawing, Masonry, 

Carpentry, Joinery, Stair Building, Ornamental Ironwork, Roofing, 

Sheet-Metal Work, Electric-Light Wiring and Bell work, Plumbing and Gas- Fitting, 

Heating and Ventilation, Painting and Decorating, Estimating and Calculating Quantities, 

History of Architecture, Architectural Design, Specifications, 

Building Superintendence, Contracts, Permits, Etc., Architectural Engineering. 



ARCHITECTURAL DRAWING AND DESIGN COURSE.— This is 

intended for carpenters, contractors, architectural draftsmen, and all that 
wish to learn architectural drawing, history, and design. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometry and Mensuration, Geometrical Drawing, 

Architectural Drawing, Ornamental Drawing, Advanced Architectural Drawing, 

History of Architecture, Architectural Design. 



BUILDING CONTRACTORS' COURSE.— This will qualify carpenters, 
masons, bricklayers, and other building tradesmen to make and read plans, 
estimate accurately, and undertake general contracting and building. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometry and Mensuration, 

Geometrical Drawing, Architectural Drawing, Masonry, Carpentry, Joinery, 

Stair Building, Estimating and Calculating Quantities, Specifications. 

If interested in one of these Courses, send for the Architectural Circular. 



THE SCHOOL OF DESIGN 

LOUIS ALLEN OSBORNE, Principal. 



ORNAMENTAL DESIGN COURSE.— This provides instruction in free- 
hand drawing, sketching from nature, and conventionalizing of natural forms 
as a basis for decorative design, history of ornament, details of color and con- 
struction of all typical elements, composition, pencil, pen, wash-drawing and 
water-color work, and the application of design to china, wall paper, lace, 
book covers, embroidery, furniture, stained glass, interior decoration, rugs, 
carpets, oilcloths, etc. The Course is very thorough and practical, and covers 
the same ground as similar courses in the best resident art schools. 

Subjects Taught in the Course. 

Geometrical Drawing, Freehand Drawing, Historic Ornament, Elements of Ornament, 
Practical Design, Applied Design, Advanced Ornamental Drawing. 

If interested in this Course, send for the Design Circular. 

371 



THE SCHOOL OF SHEET-METAL WORK. 




Charles D. Montague, Principal of the 
School of Sheet-Metal Work, graduated 
from the Springfield, Mass., High School, 
after which he studied in a technical school 
the application of graphics to the indus- 
trial arts. He Mas afterwards foreman 
of a large galvanized-iron cornice estab- 
lishment in St. Joseph, Mo.; manager 
of a galvanized-iron cornice company in 
Chicago; and afterwards, in his own name, 
he engaged in the manufacture of architec- 
tural sheet-metal work in Chicago, 111., and 
Springfield, Mass. Still later, he was super- 
intendent of a large tinware manufacturing 
concern, in Providence, R. I. He entered 
the employ of the Schools February, 1899. 



SHEET=METAL PATTERN DRAFTING COURSE.— This is intended 
for tinsmiths, sheet-metal patternmakers, and all engaged in the manufact^-e 
of sheet-metal work. Graduates will be able to develop all kinds of sheet- 
metal patterns. 

Subjects Taught in the Course. 

Arithmetic, Elementary Freehand Drawing, Elementary Instrumental Drawing, 

Mensuration, Elementary Plane Geometry, Practical Plane Geometry, 

Geometrical Drawing, Practical Projection, 

Development of Surfaces, Practical Pattern Problems, Development of Moldings, 

Skylights, Triangulation, Architectural Design. 

If interested in this Course, send for the Pattern Drafting Circular. 



THE SCHOOL OF PLUMBING, HEATING, AND 
VENTILATION. 

Thomas N. Thomson, Sanitary Engi- 
neer, Principal, is a scholar of Heriot- 
"Watt College, Edinburgh. He was assist- 
ant lecturer in plumbing and sanitation, 
and chief instructor in building construc- 
tion and drawing in the Institute of 
Science and Technology, Edinburgh; 
registered as a science teacher by the 
Science and Art Department, London, 
England; holds the full technological cer- 
tificate of the City of London for sanitary 
plumbing; worked as journeyman and 
foreman for sanitary engineers in this 
country and Europe; and managed a large 
shop on Long Island He entered the 
employ of the Schools May 1, 1894. 

372 



^i; ^^ 



THE SCHOOL OF PLIMBING, HEATING, AND 
VENTILATION, 

SANITARY PLUMBING, HEATING, AND VENTILATION COURSE. 

This Course affords an education in plumbing, heating, and ventilation that 
will qualify any plumber, steam fitter, or gas-fitter to fill the highest positions 
in his line of work. It is of particular value to such men as aspire to become 
master plumbers, general contractors, or heating and ventilating engineers. 

Subjects Taught in the Course. 

Arithmetic, Geometrical Drawing, Mechanical Drawing, 

Mensuration, Mechanics, Plumbing and Drainage, Gas and Gas-Fitting, 

Wiring and Bellwork, Principles of Heating and Ventilation, 

Steam Heating, Hot-Water Heating, 

Furnace Heating, Ventilation of Buildings. 



HEATING AND VENTILATION COURSE.— This is intended for steam 
fitters, furnace mounters, designers and manufacturers of heating apparatus, 
plumbers, and heating and ventilating engineers. It will qualify the student 
to install any system of heating or ventilation. 

Subjects Taught in the Course. 

' ■ Arithmetic, Geometrical Drawing, Mechanical Drawing, 

Mensuration, Mechanics, Principles of Heating and Ventilation, Steam Heating, 

Hot- Water Heating, 
Furnace Heating, Ventilation of Buildings. 



SANITARY PLUMBING AND GAS=FITTING COURSE.— This is 

very popular among plumbers, gas-fitters, and apprentices, and will ' enable 
them to do their work easier, better, and more economically, to file drawings 
of their work before Boards of Health, and to pass any examination for license. 

Subjects Taught in the Course. 

Arithmetic, Geometrical Drawing, Mechanical Drawing, 

Mensuration, Mechanics, Plumbing and Drainage, Gas and Gas-Fitting, 

Wiring and Bellwork. 



GAS=FITTING COURSE. — This is for gas-fitters and their apprentices. 
It will qualify the student to calculate illumination required, test systems, 
put up combination fixtures, or make drawings of proposed installations. 

Subjects Taught in the Course. 

Arithmetic, Geometrical Drawing, 

Mechanical Drawing, Mensuration, Mechanics, Gas and Gas-Fitting, 

Electric-Light Wiring and Bellwork. 



SANITARY PLUMBING COURSE.— This is intended for plumbers and 
plumbing apprentices that do not care to study gas-fitting or heating and 
ventilation. It will qualify the student to pass any examination required of 
plumbers, make drawings of proposed work, or act as sanitary inspector. 

Subjects Taught in the Course. 

Arithmetic, Geometrical Drawing, Mechanical Drawing, Mensuration, 

Mechanics, Plumbing and Drainage. 

If interested in these Courses, send for the Plumbing, Heating, and 
Ventilation Circular. 

373 



THE SCHOOL OF MINES. 




J. T. Beard, C. E., E. M., Principal of 
the Coal-Mining Division of the School of 
Mines, is a graduate of Columbia College. 
He was assistant engineer in charge of 
masonry on the Brooklyn approach of the 
Brooklyn Bridge; resident engineer, Iowa 
Division, Chicago, Burlington & Quincy 
Railroad; secretary and treasurer of promi- 
nent coal company; U. S. Dep. Min. Sur. at 
Aspen, Colo. ; held for six years the office of 
Secretary of the State Board of Examiners 
for Mine Inspectors in Iowa; Mgr. Miller 
Creek Land and Lime Co., Colo.; Propr. 
Iowa Mining Exchange '91-96; author of 
''Ventilation of Mines." He entered the 
employ of the Schools June 1, 1896. 



COMPLETE COAL MINING COURSE.— This is intended for mining 

engineers, miners, and mine officials that wish a complete education in the 

methods and machinery used in coal mining. It embraces a study of every 

detail necessary to fit a student for any position in or around either anthracite 

or bituminous mines, or to pass the examinations for mine foreman or State 

Mine Inspector. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, 

Geometry and Trigonometry, Gases Met With in Mines, 

Mine Ventilation, Mine Surveying and Mapping, Economic Geology of Coal, 

Prospecting for Coal and Location of Openings, Shafts, Slopes, and Drifts, 

Methods of Working Coal Mines, Mechanics, Steam and Steam Boilers, 

Steam Engines, Air and Air Compression, Hydromechanics and Pumping, 

Mine Haulage, Hoisting and Hoisting Appliances, 

Surface Arrangements of Bituminous Mines, Surface Arrangements of Anthracite Mines, 

Compressed- Air Coal-Cutting Machinery, Percussive and Rotary Boring, 

Dynamos and Motors, 

Electric Hoisting and Haulage, Electric Pumping, Signaling, and Lighting, 

Electric Coal-Cutting Machinery. 



SHORT COAL MINING COURSE.— This contains only the information 
absolutely necessary to qualify persons to pass the mine foreman's examina- 
tions. It does not require half the work or half the time to go through it that 
the complete Course requires, yet those that finish it will have a good knowl- 
edge of the art of mining. The complete Course should be taken in every case 
where the time and means of the student will permit. 

Subjects Taught in the Course. 

Arithmetic, Mensuration and Trigonometric Functions, 

Gases Met With in Coal Mines, Mine Ventilation, Economic Geology of Coal, 

Prospecting for Coal and Location of Openings, Shafts, Slopes, and Drifts, 

Methods of Working Coal Mines, Mine Surveying, Mine Machinery. 

If interested in these Courses, send for the Mining Circular. 

374 



THE SCHOOL OF MINES. 



FULL MINING COURSE.— This is intended for mine superintendents, 

foremen, mining engineers, and others that wish a thorough education in all 

branches of mining. It fits the student to superintend either coal or metal 

mines, or to pass mine foreman's or State Mine Inspector's examinations. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, Geometry and Trigonometry, 

Mine Ventilation, Gases Met With in Mines, Mine Surveying and Mapping, 

Economic Geology of Coal, Prospecting for Coal and Location of Openings, 

Shafts, Slopes, and Drifts, Methods of Working Coal Mines, Mechanics, 

Steam and Steam Boilers, Steam Engines, Air and Air Compression, 

Hydromechanics and Pumping, Mine Haulage, Hoisting and Hoisting Appliances, 

Surface Arrangements of Bituminous Mines, Surface Arrangements of Anthracite Mines, 

Compressed-Air Coal-Cutting Machinery, Percussive and Rotary Boring, 

Dynamos and Motors, Electric Hoisting and Haulage, 

Electric Pumping, Signaling, and Lighting, Electric Coal-Cutting Machinery, 

Blowpiping, Mineralogy, Assaying, Geology, Prospecting, 

Placer and Hydraulic Mining, Preliminary Operations at Metal Mines, Metal Mining, 

Surface Arrangements of Metal Mines, Ore Dressing and Milling. 



METAL MINING COURSE.— This qualifies the student to take charge of 
modern metal mines or mining and milling machinery. 

Subjects Taught in the Course. 

Arithmetic, Formulas, Geometrical Drawing, Geometry and Trigonometry, 

Mine Surveying and Mapping, Mechanics, Steam and Steam Boilers, 

Steam Engines, Air and Air Compression, Hydromechanics and Pumping, Mine Haulage, 

Hoisting and Hoisting Appliances, Percussive and Eotary Boring, 

Blowpiping, Mineralogy, Assaying, Geology, Prospecting, 

Placer and Hydraulic Mining, Preliminary Operations at Metal Mines, Metal Mining, 

Surface Arrangements at Metal Mines, Ore Dressing and Milling. 



METAL PROSPECTORS' COURSE.— This will qualify the student to 
make assays of ores and prospect for gold, silver, and other valuable ores. 

Subjects Taught in the Course. 

Blowpiping, Mineralogy, Assaying, Geology, Prospecting, Placer and Hydraulic Mining, 
If interested in these Courses, send for the Mining Circular. 



Henry M. Lane, M. E., Principal of the 
Metal-Mining Division of the School of 
Mines, is a graduate of Purdue University. 
He was superintendent of machinery in 
New Mexico for the Santa Fe Eailroad 
Company's mines; consulting engineer at 
Lafayette, Ind. ; construction engineer for 
mining companies in Michigan; took a post- 
graduate course in electricity and civil 
engineering at Purdue University; was 
Professor of Mining Engineering at the Col- 
lege of Montana; construction engineer of 
plants for working ores; Assistant Professor 
of Mechanical Engineering at the Wash- 
ington Agricultural College. Entered the 
employ of the Schools December 23, 1898. 




THE SCHOOL OF BOOKKEEPING AND 
STENOGRAPHY. 




Nelson H. Prouty, Principal of the 
School of Bookkeeping and Stenography, 
is a graduate of Hinman's Business 
College, Worcester, Mass. He was instruc- 
tor in shorthand, bookkeeping, and pen- 
manship in Hinman's Business College, 
Worcester; principal in Bryant & Stratton's 
Business College, Brooklyn; head book- 
keeper for a large organ company in 
Worcester, Mass. ; partner in a wire busi- 
ness in Charlton City, Mass.; treasurer 
and assistant manager of the Prouty Wire 
Company, Charlton City, Mass. ; principal 
and proprietor of Prouty 's Business Col- 
lege, Athol, Mass. He entered the employ 
of the Schools in August, 1896. 



COMPLETE COMMERCIAL COURSE.— This is intended for young^ 
men or women, in the city or country, that wish to equip themselves with a 
business education. Graduates will be able to keep books by single or double 
entry, or perform the work of stenographer or correspondent, and will possess 
the educational equipment necessary for success in business. 

Subjects Taught in the Course. 

Arithmetic, Spelling, Penmanship (Vertical or Slanting), Grammar, 

Punctuation, Letter Writing, Single-Entry Bookkeeping, Double-Entry Bookkeeping, 

Opening, Closing, and Changing Books, Stenography. 



BOOKKEEPING AND BUSINESS FORMS COURSE.— This will pre- 
pare the stuaent for bookkeeping and general office work. It is intended for 
bookkeepers, ste'nographers, etc. that wish a business education but do not 
care to take the ^uomplete Commercial Course. 

Subjects Taught in the Course. 

Arithmetic, Penmanship (Vertical or Slanting), Single-Entry Bookkeeping, 

Double- Entry Bookkeeping, Opening, Closing, and Changing Books. 



COMPLETE STENOGRAPHIC COURSE.— This will qualify the student 
for the position of stenographer. The instruction in spelling, penmanship, 
grammar, and letter writing is absolutely necessary for the success of the 
student, as the modern stenographer must also be a correspondent. Faithful 
study and practice will enable the student to acquire the necessary speed in a 
few months, and, as competent stenographers are always in demand, easily 
secure a position. 

Subjects Taught in the Course. 

Spelling, Penmanship (Vertical or Slanting), Grammar, Punctuation, 

Letter Writing, Stenography. 

If interested in these Courses, send for the Bookkeeping and Stenography 

Circular. 

37G 



THE SCHOOL OF ENGLISH BRANCHES. 



Carrie W. Faust, ]M. of E., Principal 
of the School of English Branches, is a 
graduate of the Shenandoah High School, 
and the State Normal School, Bloomsburg, 
Pa. After teaching two years, she received 
the degree Master of English. She was 
employed as teacher in the public schools 
of Shenandoah, Pa., seven and one-half 
years consecutively, and during this period 
took a course in music, drawing, and 
painting. She taught painting and holds 
a certificate in music from the American 
Tonic Sol-Fa College of Music, Philadel- 
phia, Pa. She entered the employ of The 
International Correspondence Schools in 
February, 1894. 




ENGLISH BRANCHES, FIRST COURSE, is intended for those that 
lack a common-school education, or wish to try Civil-Service Examinations. 

Subjects Taught in the Course. 

Arithmetic, Spelling, Penmanship (Vertical or Slanting), Letter Writing, 
Grammar, Punctuation, Geography, U. S. History, U. S. Civil Government. 



ENGLISH BRANCHES, SECOND COURSE.— This is a shorter Course 
in English Branches. 

Subjects Taught in the Course. 

Arithmetic, Spelling, Grammar, Penmanship (Vertical or Slanting), Letter Writing. 
If interested in one of these Courses, send for English Branches Circular. 



THE SCHOOL OF PEDAGOGY. 




William B. Eidenour, A. M., Principal 
'A the School of Pedagogy, is a graduate of 
Bucknell College, Pa. He was principal 
of the High School and jSTormal School at 
Paterson, Is". J. ; principal of a Grammar 
School, Jersey City; principal of a night 
school in BrookhTi, N. Y.; teacher of 
composition, rhetoric, and grammar in an 
evening high school in Brooklyn, N. Y. ; 
principal of a public school (Grammar 
No. 43), Brooklyn; writer for several 
educational book-publishing houses in 
New York for many years; and is the 
author of several standard textbooks. He 
entered the employ of the Schools June 
1, 1897. 



THE SCHOOL OF PEDAGOGY. 



COMPLETE TEACHERS' COURSE.— This is intended for those that 
intend to become teachers or that wish to prepare for teachers' examinations 
for any grade of certificate. 

Subjects Taught in the Course. 

Arithmetic, Penmanship, Grammar, Punctuation, Double-Entry Bookkeeping, 

Drawing, Algebra, Pedagogics of Arithmetic, Pedagogics of Orthography, 

Pedagogics of Geography, Pedagogics of History, Pedagogics of Grammar. 



METHODS OF TEACHING COURSE.— This Course provides teachers 
with thorough instruction in the best modern methods of teaching. 

Subjects Taught in the Course. 

Pedagogics of Arithmetic, Pedagogics of Grammar, Pedagogics of Geography, 
Pedagogics of U. S. History, Pedagogics of Orthography, Penmanship, Punctuation. 

If interested in one of these Courses, send for Circular entitled, ''Do You 
Want To Become a Teacher ? " 



SCHOOL OF LETTERING AND SIGN PAINTING. 

Charles J. Allen, Principal of the 
School of Lettering and Sign Painting, 
began the study of these branches in an 
old established house in Eochester at an 
early age. By the time he was twenty- 
one years old he was taken into partner- 
ship with the firm and continued in busi- 
ness from 1882 to 1889, at which date he 
withdrew from the firm and went into 
business for himself. In October, 1897, 
he was appointed instructor of lettering at 
the Rochester Atheneum and Mechanics' 
Institute, which position he held until 
June 1, 1898, when he resigned to accept 
his present position with The International 
Correspondence Schools. 




LETTERING AND SIGN PAINTING COURSE.— This Course provides 
thorough instruction in correct lettering and sign painting. It is intended 
to meet the needs of sign painters and letterers, window dressers, engravers, 
draftsmen, and designers of advertising matter. 

Subjects Taught in the Course. 

Elements of Lettering, Lettering and Sign Painting. 34 Plates, as follows: 

Full Block, Half Block, Antique Block, Railroad Block, Round Block, 

Egyptian, Antique Egyptian, Antique Egyptian, Light, Antique Egyptian, Heavy, 

French Roman, French Roman, Light, French Roman, Heavy, 

New York Roman, Boston Roman, Medieval Roman, Lower-Case Alphabets, 

German Text, Church Text, Gothic, Spencerian Script, Italic Script, 

Renaissance, Shippers' Box Marking, Old English, Engrossing, Architects' Pen Stroke, 

Draftsmen's Styles, Hebrew, Greek, Henry VII (Westminster Abbey), 

16th Century, Monograms, Indexes and Band Ornaments, Ornaments. 

If interested in this Course, send for the Lettering Circular. 



ORNAMENTAL DESIGN DRAWING OITFIT 

Furnished With Course. 

One reason why we are so successful in teaching Drawing is that we require 
all our students to use proper materials. Experience has taught us that 
students unacquainted with drawing instruments will, if left to themselves, 
frequently pay exhorbitant prices for inferior instruments and materials. 
These not only cause the student to do poor work, thereby discouraging him, 
but at the same time increase the cost of teaching him. 

AYe find it advantageous, therefore, to furnish every student in Ornamental 
Design, without additional charge, with a first-class Drawing Outfit. He is 
permitted to retain this Outfit for use indefinitely, even after he has paid for 
his Scholarship, completed his studies, and received his Diploma; provided he 
observes the terms of his Contract for Scholarship. 

To obtain the Ornamental Design Drawing Outfit immediately, the student 
must either pay for his Course in advance, or pay $10.00 down on any of the 




installment plans. Students that are not prepared to obtain the Drawing 
Outfit by paying cash in advance, or $10.00 down, can study the Geometrical 
Drawing Paper of their Course until their installment payments amount to 
$10.00, when the Outfit will be furnished. 

DESCRIPTION OF OUTFIT. 

Morocco-Covered Case of Fine German Silver Instruments, containing: 
b^^^ Compass, Tongue Jointed, with Pen, Pencil, and Needle Points, and Length- 
ening Bar; 5^^ Spacing Dividers, Tongue Jointed; 4J^^ Ruling Pen, with Joint 
and Needle Point; Bow-Pen; Bow-Pencil; Pencil Case; and Adjusting Key. 

Drawing Board, 16Y'' X 22^^^, with expansion cleats and grooved back; 
22^^^ Mahogany T Square; 7^^ 45° Mahogany Triangle; 8'^ 60° Mahogany 
Triangle; 12^^ Triangular Boxwood Scale; Cherry Curve; Six Thumbtacks; 
Pencil Eraser; Six Sheets Drawing Paper; One f-oz. 
Drawing Ink; f-oz. Bottle General Drawing Ink; Nos. 
Hair Brushes: Box Water Colors; Cake Chinese White 
Japanese Brush. 

379 



Bottle Waterproof 
4 and 6 Camel's- 
Cake Gold Paint; 



COMPLETE DRAWING OITEIT NO. I. 

Price List of Drawing Materials Sold by The Technical Supply Co., 
Scranton, Pa., Which Can Be Ordered Through Us. 

On receipt of $12.55 the Complete Drawing Outfit will be shipped to pur- 
chasers, expressage to be paid by them, or any one or more articles will be 
sent for the price of the articles, with the postage added. 

Students are not required to purchase these goods of The Technical Supply 
Co. or through us. They can buy them where they see fit. 




Better Than a $15.00 Outfit. 

I am perfectly satisfied. I priced 
some outfits here, and the dealers 
^vauted $15.00 for a set Bot nearly 
as good as yours. I have had two 
chances to sell mine for $15.00. 
Allie Cook, 
233 28th St., Newport News, Va. 



Adapted to Drawing Room. 

I find the price very low and the 
quality very high compared with 
other drawing instruments that I 
have. It is well adapted to the 
drawing room, and is the most 
complete set of well-made instru- 
ments I have seen at the price. 
T. A. Bedford, 

Benjamin, Tex. 



Complete Drawing Outfit ISIo. 1. 



As Good as a $25.00 Set. 

I asked one of our best drafts- 
men what he thought of my set. He 
said it was good enough for all kinds 
of drafting, and very low priced. I 
compared it with a $25.00 set and 
like mine just as well as that. 
Gerald Douglas Bliss, 

Amherst, N. S. 



Price. 

Morocco-covered Pocket Case of Fine German Silver Instruments, Containing: 

5Hnch Compass, Tongue Jointed, with Pen, Pencil, and Needle Points, and 

Lengthening Bar: 5-inch Spacing Dividers, Tongue Jointed: 4Hiich Ruling 

Pen, with Joint and Needle Point; Bow-Pen; Bow-Pencil; Pencil Case; and 

Adjusting Key ^6.25 

Drawing Board, 16^ X 22^ inches, with expansion cleats and grooved hack. 

(By express only) 1-50 

Mahogany, Ebony-lined T Square, fixed head, 22^ inches long. (Byexpressonly) .75 

6-inch German Silver Protractor 90 

7-inch 45° Mahogany, Ebony-lined Triangle 35 

8-inch 60° Mahogany, Ebony-lined Triangle 35 

12-inch Triangular Boxwood Scale, divided 3%, y%, i, J, f. i |, 1^ and 3 inches 

to the foot, and one edge 16 to the inch 1.00 

Cherry Curve 25 

Six Thumbtacks 25 

One Drawing Pencil 10 

Bottle Drawing Ink 25 

Velvet Rubber 10 

Two Sheets Tracing Cloth, demy size 25 

Six Sheets Drawing Paper, demy size (5 cents per single sheet) .25 

$12.55 
380 



Postage. 



80.10 



.02 
.02 

.02 

.02 
.02 
.02 
.02 
.10 
.02 
.06 
.00 



COMPLETE ELECTRICAL OITFIT. 

In order to provide students with convenient means of obtaining practice 
in electrical testing and measurements, we have prepared a Complete Electrical 
Outfit. This will be of material aid in understanding these important subjects, 
being useful not only to the student, but also of value to the telephone 
engineer in his work. It is carefully selected and packed in a light and strong 
wooden box. This outfit is a standard one, and consists of the following 
eleven articles, fully guaranteed by the makers: 

Detector Galvanometer, Tangent Galvanometer, AVheatstone Bridge, Bar 
Magnet, Two Resistance Coils, Horseshoe Magnet, Leclanche Cell, Compass, 
Box of Iron Filings, and 150 feet of No. 18 B. & S. Double Cotton-Covered 
Parafiined Cop»per Wire. 



Used in Practical Work. 

I have used the set to 
great adyantage in deter- 
mining resistance in several 
of our largest electric-light 
leads about the hospital in 
"Which I am employed. The 
outfit was also of service in 
testing a 500-foot telephone 
cable that I recently in- 
stalled. In other ways, such 
as detecting slight grounds, 
short circuits, etc., I have 
used the instruments with 
the most satisfactory results. 

F. E. Edleman, Engineer, 
State Hospital, MassiUo7i, Ohio. 



Having received and 
used your Electrical Outfit 
with my Electrical Engineer- 
ing Course, I would say that 
it is generously good, and is of 
great value to any student, 
for making practical tests 
and experiments. 

Walter S. Haring, 
253 W. Uth St., New York City. 




The Complete Electrical Outfit. 



Each of the instruments included in the outfit is carefully and durably 
constructed; before sending out, each is accurately adjusted by the makers. 
The value of the outfit is $10.45, express charges to be paid by the student. 

The Complete Electrical Outfit is designed for use in connection with the 
study of our Instruction Papers on Principles of Electricity and Magnetism and 
Electrical Measurements; it is especially valuable to the practical telephone 
worker for determining the resistance of cables, and locating slight grounds, 
short circuits, or other faults in apparatus. We recommend it for practical 
professional work as well as for the work of the Course. 



Used by an Electrical Engineer. 

When I received the instruments, I had to do some testing of electrical machinery, so I 
used the set from your Schools. To verify the accuracy of your instruments, one of my friends 
remeasured, with high-priced instruments, some of my quotations, and found, on comparison, 
only a very small difference — so insignificant as to be neglected in practice. I therefore 
recommend this outfit most emphatically. 

J. B. Blink, Contracting and Consulting Electrical Engineer, 

k Montgomery St., Jersey City, N. J. 



DIPLOMAS AND CERTIFICATES OF PROFICIENCY. 

They are the legally authenticated declarations of the Faculty of the 
Schools that the holders thereof have successfully completed the study of the 
subjects named, and have satisfied them of their proficiency therein. They 
do not carry with them degrees. 

A high standard is maintained for the Diplomas and Certificates of 
Proficiency of The International Correspondence Schools, by issuing them only 




TfiE 



ifiEmatiDnal 
IrrEspDiiilEiinE 



M'P! 







f^ rENNSYLVANfA ^ 



^efniies ibat^ 



^4rttin j- biiviraiLi 



S U S JECTS 



=r>^ 



.Xv.^ x^C .^ 




.^.VX^" V ^^ ? i\lic. ^.x^.. 



Witness ////// // 




•f. <An.:?^ 



•<-^' 



Diploma of The International Correspondence Schools. 



to students that complete all the subjects of their Courses with a percentage of 
ninety or over. 

If a student after completing a Course is unable to pass the final examina- 
tion, he is required to review the whole Course, or the branches in which he is 
deficient, until he earns the Diploma. 

Under no circumstances are they issued to undeserving persons; so that to 
hold one is of itself evidence that the holder has been a faithful student and 
possesses the education claimed. 

382 



ENDORSED BY HIGH-CLASS PIBLICATIONS. 

The Scientific American. 

" The rapid growth and remarkable popularity of schools of correspondence prove that 
this new system of education meets with a distinct want and has come to stay. 

********* 

"From among the many institutions that are giving instruction by correspondence, we 
have selected for illustration The International Correspondence Schools, of Scranton, Pa., for 
the reason that they are the original institution of the kind, and the largest and most repre- 
sentative of the many that are now in more or less successful operation. The Scranton 
establishment has 130,000 students on its books and is rapidly adding to this enrollment. 
Starting in 1891 merely as a school of instruction in mining, the scheme of education has 
widened to include practically the whole field of technical instruction, the intending students 
having the choice of some sixty separate courses, conducted by a corps of 226 professors and 
assistants. These figures are surprising and certainly go to prove that instruction by corre- 
spondence forms one of the most valuable educational agencies of the day. 

********* 

" From what has been said it will be evident that the new method of instruction as carried 
out by the Scranton establishment is qualified to rank as one of the most important educa- 
tional agencies of the day. As long as it is prosecuted along the practical and very 
thorough lines above described, it cannot fail to exert a helpful and lasting influence upon 
both the characters and fortunes of thousands of students who devote their leisure hours to 
its v^ot'^."—" Education by Correspondence,^^ Scientific American, Dec. 9, 1899. 



Illustrated London News. 

"Hundreds of thousands of dollars are being spent to found technical schools and 
universities, the benefits of which must needs be confined to the few. Here is an institution 
that puts all such benefits within the reach of the many, wherever Tesident.^—Ilhcstrated 
London News, Jan. 20, 1900. 



The Electrical Review. 

New York, N, Y., March 27, 1900. 
Mr. F. L. CnrRCH, 42 Orchard St., Norwalk, Conn. 

Dear S«?-.-— Replying to your favor of March 26, we beg to state that The International 
Correspondence Schools, of Scranton, Pa., is a thoroughly responsible high-grade school. You 
can safely trust it. Very truly yours, 

ELECTRICAL REVIEW, Chas. W. Price, Editor. 



The Electrical World. 

" Over five thousand letter carriers visited Scranton, Pa., on Labor Day and took part in a 
parade which preceded the business sessions of the tenth annual convention of the National 
Association of Letter Carriers. In honor of the occasion the business houses of the city were 
handsomely decorated and electrical devices were freely used. The International Correspond- 
ence Schools had a large monogram, I. C. S., with the letters composed of red, white, and blue 
incandescent lamps, in front of their building, making a very fine display. This institution 
has over a hundred thousand students, and as its mail is handled by carriers in all parts of the 
country, they were much interested in inspecting the home oflBce at Scranton. A constant 
stream of visitors went through the building, and one evening an informal reception was given 
the letter carriers. Hundreds of them visited the building and saw how the work of the 
largest school in the world is conducted. The instructors, textbook writers, correspondents, 
bookkeepers, and other employes were at their desks, and the printing department was also in 
operation. Over five hundred people are employed in the building, which is one of the finest 
in the city, having been erected especially for The International Correspohdence Schools at a 
cost of ^00,000.— Electrical World, New York, September 23, 1899. 

383 



HOW TO ENROLL. 

To enroll, fill out the application form and send it to us with the full price 
of Scholarship, or the first installment payment. The only qualification 
required is ability to read and write, and the only requisite for success is study. 

Ko reduction in the price of Scholarships is made because the person wishing 
to enroll is already well informed in one or more of the subjects of a Course. 

Students have the option of taking Drawing first, or in connection with 
their other studies, but are required to take the remaining subjects of their 
Courses in the order given. 

We issue to every enrolled student, as soon as lie has paid in full for Jtis 
Course, a Scholarship Certificate similar to that shown in the accompanying 
illustration. These Certificates are agreements to give instruction to the 
student until he is proficient in the branches included in his Scholarship and 
has received his Diploma or Certificate of Proficiency. 



w^5«gacy'<!^iaE,;.3i^E5^TO'j»giiiag;_^ 



Leuer jna ftjmDe-- 







yj-^j^i^&M^yi 




<^<t^«--^ 



S^tNOG^ArH^ 






-t'^7ri4i^^ 



SCHuLAll^HlP C'KRTIFICATE (REDUCED;. 

Bank Drafts, Express or P. 0. JMoney Orders should be made payable to 
Tlie Colliery Engineer Co., Scranton, Pa. 

The expenses, other than the prices of the Courses, are limited to the 
cost of paper on which to write the answers to the questions, the postage to 
send these answers to the Schools, and, in some of the Courses, a small amount 
of inexpensive instruments and apparatus. 

Students are not obliged to buy any books whatever. The Instruction 
Papers are complete in themselves. 

The work of the student is sent to us in sealed envelopes ( which we fur- 
nish free of charge) as "first-class mail matter," the rate for which is two 
cents for each ounce or fraction thereof, prepaid. 

The postage bill of the student averages fifteen cents a month. 

The Schools pay the postage on the Instruction and Question Papers, 
Drawing Plates, and all other communications sent to the student. 

381 



HOME ENDORSEMENTS 

The International Correspondence Schools. 



None of the following endorsers are financially 
interested in the Schools. 



FROM FRANK L PHILLIPS, ESQ., 

CASHIER THE TRADERS NATIONAL BANK, 

SCRANTON, PA. 



ISie ^liaders >Iaiioiial Bant 

OF SCRANTON. PA. 

TSON^y^' p^ioMT. CAPITAL S 250JQ00. 

UNITED STATE.S DEPOSITARY 



Scranton, Pa., March 29th, 1900 

To whom it may interest; 

I have been acquainted Tith the men and methods of in- 
struction of THE INTERNATIONAL CORRESPONUENCE SCHOOLS of Scranton 
since the inception of the institution. 

The instruction is of the best, as the heads of the 
different departments are men of ability in their respective lines. 

The officers and directors are men of well known stand- 
ing in the commercial circles of the community. 

Respectfully yours, 



FROM JAS. A. LINEN, ESQ., 

PRESIDENT FIRST NATIONAL BANK, OF SCRANTON, PA. 

This bank ranks third in the roll of honor of 
National Banks in the United States. 



V 



$ 200,000, 
$ J.OOO.OOO. 



y 



NATIONAL BANK No.77 

No 26S-; 




TrRST GNAiroi^r^JL Bai^k 



J. A. Linen, President. 



G L.DICKSON.Vice Pres: 



ISAAC POST. Cashier. 



^ March 30, J,0O(2 ^ 

Rufus J. Poster, President, 

The Colliery Engineer Co., 

City. 
Dear Sir:- 

In reply to yours of the 28th instant we 
are. pleased to say that we regard The International 
Correspondence Schools, of this City, an educational 
institution of a very superior character, and that 
Its influence as a disseminator of scientific know- 
ledge must prove of great value to all who may seek 
a practical education. The officers and managers 
are men of integrity and business capacity, and 
stand high in this community. 

Yours truly, 



c^?fe 



President 



386 



FROM WM. H. PECK, ESQ., 

CASHIER THIRD NATIONAL BANK, 

SCRANTON, PA. 



DEPOSITARY O F TH E UNITED STATES. 
WM CONNELL, PRCST wr HPECK, 

HENRV BELIN,jR.,vtCE PREST CAPITAL, $200,000 <.»,^ 

SURPLUS, $4Sb,000 

MsmnA Jtatlo4iai/ JOyOHK, 



j^ April 16-1900, 



To whom it may concern: 
Greeting- 
Several times I have visited the fine buildings of the International 
Correspondence Schools of the Colliery Engineer Co., and each time have 
been astonished at the marvelous growth that has taken place between 
my visits, as evidenced by the large increase of the working force em- 
ployed and this growth and their popularity are substantiated by figures 
taken from their records. 

When they moved into their fine new buildings but a short time since 
it seemed that there was room enough there for all the growth that would 
come in years, but I find that these substantial and elegant buildings are 
already very completely occupied, and know that a large number of offices 
and all the floors of at least one double store building in our city are 
occupied by various departments for which there is no room in their own 
large buildings 

The officers of these Schools are personally known to me as men of 

great ability and good standing, and it gives me pleasure to recommend 

their methods to prospective students, as I consider these Schools as 

great public benefactors. 

Yoi:iTS ^IVjL ^ 

^ Cashier. 




FROM J. BENJ. DIMMICK, ESQ., 

PRESIDENT THE LACKAWANNA TRUST AND SAFE DEPOSIT CO. 

SCRANTON, PA. 




^^^2j^»^^^>j»^^^g:/ March 30, 1900, 



To Rufus J. Foster, Esq., 

President International Correspondence Schools, 
Scranton, Pa. 
Dear S.ir:- 

As a resident of this City, it is a pleasure to give ex- 
pression to the satisfa.ction that is felt over the work carried on in 
our midst, by The International Correspondence Schools. 

That it has met, as an educational institution, a long felt 
want, is proven by its fairly phenomenal growth, and it is certainly 
a source of pride to the city, to feel that »ve are not limited to our 
industrial activities, but have attained, through your schools, pre- 
eminence in educational fields as well 

I congratulate you and your confreres, upon the magnifi- 
cent results already achieved, and would suggest^ that in order to 
continue the same, you would have but to arrange, that all prospective 
students should visit and inspect your great plant here in Scranton. 
Yours very truly, 



^ ^. k:^ 



388 



FROM J. J. WILLIAMS, ESQ., 

PRESIDENT MERCHANTS AND MECHANICS BANK, 

SCRANTON, PA. 



eafiUal $250,000. Sarfjlus^iSO.OOO 

Jiums J. Willi Mllti. Prtstrlrnt 

j/J.6aSe^.V,rri>resiJmt. (^ ^/^ /^~X 

e/,„^es iV.Oar,ster,C.Mer .J:Z::^Oi<Z^^Z^^ S^t^ April 3 6th, ^^/C? • 



The International correspondence Schools of Scranton, Pa. 

Mr. T. J. Poster, General Manager. 
Dear slr:- 

Since visiting the Institution of which you are Manacer, I 
have felt that if a word from me would encourage the young men all over 
the country to enroll themselves under your excellent system, I would be 
doing a good work for you and them. 

I am not interested financially in your institution, though 
many of my friends who are considered among the best business men of the 
town are stockholders with you. 

With your perfect system, and the large capital (almost Two 

Million Dollars, I understand) back of your enterprise, it seems to me 

that any young man that cares to benefit himself, cannot do better than 

to enroll with you for a course. 

Yours truly, 

A / / 



j"^ I 



FROM HON. L A. WATRES, 

EX-LIEUT. GOV. OF PENNSLYVANIA, COL. 13th REGT. N. G. P., 
PRESIDENT OF COUNTY SAVINGS BANK AND TRUST COMPANY, 

SCRANTON, PA. 



LAW OFFICES OF 

L. A .WAT RES. 

BOARD OF TRADE BUILDING 

SCPANTON , PA . 



March 30,. 1900. 

Mr. Rufus J. Foster, Pres., 

The Colliery Engineer Co., 

City. 
Dear Sir;- 

In thanking you for your courtesy in per- 
mitting my friends from out of town to inspect your 
interesting Schools, permit me to add that your 
excellent institution is a great credit to our city 
and to the state, and it Is also a real benefit to 
the country. That you should have upon your rolls 
over 150,000 pupils, proves that the integrity and 
marvelous business capacity of your officers is duly 
apj)reciated . 

Very truly yours. 



390 



FROM H. C. SHAFER, ESQ., 

CASHIER THE SCRANTON SAVINGS BANK, 

PRESIDENT SCRANTON Y. M. C. A. 



SCRANTON, PA. 



April 20th, 1900. 
Rufus J. Foster Esq. President, 

Colliery Engineer Company, 
Scranton Pa; 
My Dear Mr. Poster: 

A few days ago I had the pleasure of inspecting your Corres- 
pondence Schools of which I had heard so much, and examined quite 
thoroughly the methods of instruction, the system of classifying the 
students-and the thorough manner in which their papers are inspected- 
the comprehensive method of keeping accounts, and the general conduct 
of the vast business over which you preside. 

I was surprised at the magnitude of your business, and the 
thoroughness with which every detail was worked out. 

I noted the fact that your magnificent building is already 
overcrowded by the constantly increasing force of employes, which is 
not to be wondered at when one considers the marvellous increase in 
the number of students. 

Equipped, as you are, with the very best appliances for the 
work; with a Faculty composed of the best talent that large salaries 
can command; with a board of Directors including some of our most 
successful and wealthy citizens, you are meeting with the success 
which you justly merit. 

When inquiries come to me from prospective students, it is a 
satisfaction to be able to intelligently and unqualifiedly recom- 
mend the schools, as able to meet all of the requirements of a tech- 
nical education. Congratulating you upon your success, I am 



391 



FROM HON. E. N. WILLARD, 

EX-JUDGE SUPERIOR COURT OF PENNSYLVANIA. 



^^^^r cS^rm^^tm^^ May 1st, 1900 



Si^ye^ y^n-e^^ 



Rufus J. Poster, President, 

The Colliery Engineer Company, 
Scranton, Pa. 
Dear Sir:- 

In reply to your letter of the 29th instant I would say that 1 
most cheerfully vouch for the reputation of The International Corres- 
pondence Schools conducted by your company, and v/ould also state that 
I have been personally acquainted for years with the majority of the 
Directors of the Company, and can state that they are all men who stand 
high in the business circles of this city and of the State. The finan- 
cial standing of the institution is of the hif^hest grade. 

Yours very truly. 



<g:AAivi;^AiU>->^ 



S92 



FROM HON. R. W. ARCHBALD, 

PRESIDENT JUDGE OF LACKAWANNA COUNTY, 

SCRANTON. PA. 



R.-W. ARCHBALD. 
SCR ANTON, PA. 

PRESIDENT JUDGE. 4-5TV JUO. DIST. 



Scranton, April 19, 1900. 

Mr. Rufus J. Poster, Pres . , 

The Colliery Engineer Co., 

City. 
Dear Sir:- 

I sun well acquainted with the gentlemen 
yrho are at the head of The International Corre- 
spondence Schools, of this city, and esteem them 
highly. They have huilt up a wonderfully success- 
ful educational institution, the benefits of which 
may be said to be world v^ide. Through the simple 
medium of the mails they have attained results that 
are certainly remarkable and I have no hesitation 
in recommending the Schools to those who are in 
earnest for an education and cannot obtain it through 
the ordinary channels. 

Very truly yours, 



393 



FROM HON. FRED W. FLEITZ. 

DEPUTY ATTORNEY GENERAL OF PENNSYLVANIA. 




-p. m^^mm>f**x\'^W%fW^'m Frederic W. Fleiti 

JOHN K t-LKiN. "fl^:'^^^MS^lS^ Deputy Attorney General. 

Attorney General. ' -'•-^^='=-"-«"'-»^--"'' 

OFFICE or THE 

Attorney General 

HARRISBURG. April 11, 1900. 



Rulus J.Foster, President, 

International Correspondence Schools, 
Scranton, Pa. 
lAy dear Sir: 

Having been interested, as a citizen of Scranton, in 
the growth of your institution from its inception, I take sincere 
pleasure in congratulating you on its marvelous development, as 
well as upon the grand work you are doing in the^ way of educating 
those who otherwise would be handicapped in the contest for a 
livelihood. The ability and sterling integrity of the various gen- 
tlemen associated with you in the management of the institution 
have contributed much to its success, and I am confident will be 
able to maintain it in the high position which it has attained. 

With best wishes for your continued prosperity, I am 
Very truly yours, 



f> rT^<i7Cc-'n^^2-^<^ ^ >- - - j 



Dictated to H.M.H, 



394 



FROM HON. WM. CONNELL, 

MEMBER OF CONGRESS, PRESIDENT THIRD NATIONAL BANK 

SCRANTON, PA. 



'^mtst td pJipm^tntsAxvez Wi . ^. 



Waa^mgfutt,^. CI. , April 7th , , .1000. 
■Rufus J. Foster, Esq. 

Pres . Internationa] Correspondence Schools, 

Scranton, Penna. 
Wy dear Sir:- 

I have no hesitation in recommending The International 
Correspondence Schools as a means of education for the masses of the 
people It provides a system of education that cannot be had in any 
other way outside of our colleges, and in my judgment is even more practi^ 
cal than can be obtained in the average college of the country, and it 
gives me great pleasure to say that the men who are at the head of this 
Institution are in every way entitled to the confidence of the public. 

Very truly yours. 



FROM RT. REV. M. J. HOBAN, D. D., 

BISHOP, DIOCESE OF SCRANTON. 






April 20, 1900, 



Mr. E. Lawall, Vice Pres . , 
Dear Sir: 

It gives me much pleasure to say that I believe The Inter- 
national Correspondence Schools, of Scranton, are an important factor in 
the educational movement of our time and are characteristically American 
in their practical adaptation to the needs of those, who through many 
causes may have neglected their education or may desire to obtain a ration- 
al knowledge of technical processes. 

Inasmuch as your Schools have already helped thousands of pupils, 
you are somewhat of a public l)enef actor. It is unnecessary to add that 
the citizens of Scranton are much pleased with your success and trust that 

it may continue. 

Sincerely yours, 




FROM REV. CHAS. E. ROBINSON, D. D., 

PASTOR SECOND PRESBYTERIAN CHURCH, 

SCRANTON. PA. 



Scranton, Pa., March 29, 1900. 

Mr, Pufus J. Foster, 

Pres •mternatlonal Correspondence Schools, 

Scranton, Pa. 
My dear Sir:- 

I have been sc\ situated in relation to The International 
Correspondence Schools in our city, as to be considerably familiar with 
its history from its inception, and have watched its phenomenal growth and 
development with great interest I have studied its methods and have 
tried to estimate its results I believe in it thoroughly, and appre- 
ciate what a boon it must be to men all over the world, who desire to 
secure the fruits of the ripe scholarship and careful scientific investi- 
gation, and wise methods of teaching, which characterize the very capable, 
scholarly men, from all directions, which have been brought within the 
wide circle of its Faculty. 

1 know its Board of Directors to be honorable men, thor- 
oughly in earnest to give all they promise to their thousands of pupils 
As a citizen of Scranton, I cherish an honest pride in its marvelous growth 
and its far reaching influence for good. 

Very cordially yours. 

Pastor 2d Presbyterian Churcb. 



397 



A 



FROM REV. JAMES MCLEOD, D. D., 

PASTOR FIRST PRESBYTERIAN CHURCH, 

SCRANTON, PA. 



Scranton, Pa., March 29, 1900. 

Rufus J. Poster, Esq., 

Pres. The Colliery Engineer Co. 

Scranton, Pa. 
My dear Sir:- 

I have received letters from all parts of the country 
during the past six years from young men who were anxious to learn some 
trade or profession, asking me my opinion of The International Correspond- 
ence Schools, of Scranton. My unifonn reply has been that its Managers 
are eminently trustworthy; that its teachers are capable Instructors; and 
that the Schools are Just what they profess to be — no more and no less. 
The institution is entirely imique ap an educational establishment. There 
is nothing like it in the world, or, at least, I do not know of any school 
where the teaching is done by Correspondence in so thorough a manner. Its 
great success has attracted wide attention, and, altogether, if it shall 
continue to maintain its high character for integrity and for the carrying 
out of its most worthy ends, it will be an honor to our city and a bless- 
ing to myriads of its pupils 

Truly yours. 




*^i:r:^S^::S^^£2^ . 



Pastor 1st Presbyterian Church. 



398 



FROM REV. ROBT. F. Y. PIERCE, D. D., 

PASTOR PENN AVENUE BAPTIST CHURCH, 

SCRANTON, PA. 



Pehn Avenue Baptist Chv-kch i 

Rev. Robert F. y. Pierce, 
342 Mifflin Avenue, 

scRANTON.PA. Aprll 12 th 1900 

This is to Certify 

That I am personally acquainted v/ith many oT 
the officers and instructors of the International CorrespondGnce' 
Schools of Scranton, Pa., and I take great pleasure in corrjoiending 
then to the confidence and regard of those who may be interested 
in educational matters. 

T have frequently visited the schools and have been do- 
lighted T/ith the courses of study, the thoroughness of the in- 
struction, and the astonishing results accomplished by the stu- 
dents. 

The officers of the institution are men of integrity, 

culture, energy and executive ability, and are highly esteemed 
in the religious, social, and business circles of the city. Some 
of the instructors are identified with the Penn Avenue Baptist 
Church of this city, of which I am pastor, and aside from their 
eminent fitness for their professional duties, they have a large 
place in our christian confidence. 



^(^o^^^^ ^ cy^ jcj^^'^c.xi < 



SO'.t 



FROM REV. ROGERS ISRAEL, 

RECTOR ST. LUKE'S P. E. CHURCH, 

SCRANTON, PA. 



^aint feufte'e (Recforp, 

^cratUon. Cbo. 



March 30, 1900. 

Mr. Rufus J. Poster, Pres., 

The Colliery Engineer Co., 

City. 
Dear Sir: - - 

It gives me very great pleasure to have the 
opportunity to state what I think of The Internation- 
al Correspondence Schools and their founders, the 
Messrs Foster Seven years* association has 
convinced me of the great business ability of the 
gentlemen, and of the inestimable value of the 
Schools to the many thousands of the country whose 
energy and ability lead them to desire better posi- 
tions in life. I will gladly have you refer any 
and all inquirers to me. 

Very truly yours, 




Rector St. Luke's Parish 



400 



FROM REV. CHAS. M. GIFFIN, D. D., 

PASTOR ELM PARK M. E. CHURCH, 

SCRANTON, PA. 










'y^^<:^^^i^.p^(,.,^ :f~~ 








X ^^ 



401 



in 



FROM HON. JOS. A. SCRANTON, 

EX-MEMBER OF CONGRESS, 
EDITOR OF SCRANTON REPUBLICAN. 



The ScrMtoN I^publicaN 



Circulation Lahcelst 
and service 

VERY BEST. 



Daily, Sunday andWeekly 

J.A.ScRANTON & Son. Proprietors. 



VoRn Done at lowest 
Competitive 
. Prices 



LONO Dl STANCE TCLCPHONC ?€!. 



SCRANT0:N'.PA. , April 2 7, 19C0. 

Mr. Rufus J. Foster, 

Pres. Colliery Engineer Co., 
Dear Sir:- 

It affords me pleasure to certify to the high personal and fi- 
nancial standing of the officers and directors of your institution. The 
International Correspondence Schools are doing marvelous work in the 
technical education of young men and mechanics, whose early advantages 
were limited or unimproved. 

The buildings in this city erected by and occupied by your 
Schools were designed especially for educational purposes and are an 
ornament to our numerous public institutions. 

Very truly yours, 



<^r^^7^^^ 



4.2 



FROM HON. JOHN E. BARRETT, 

EDITOR SCRANTON TRUTH. 




N K. RARWIO'lT. 



^Largest Daily Circalatioa io FeDasylvaaia 



/ 



%, OntsMe Phlladelpljia and Pittsbnrg -^ 

An Independent Afternoon Newspaper. 



BARHETT & JORI)^ 



t^ cit 



»/«. 



March 29, 1900, 



Mr. Rufus J. Foster, Pres., 
Dear 3ir:- 

As one who takes a keen interest in the substantial ad- 
vanceTTient of the City of Scranton, I air. glad to be able to number The 
International Correspondence Schools among its institutions, 

The International Correspondence Schools hold a deservedly 
high place In the good opinion of the people of Scranton; first, because 
they comprise an educational establishment of solid worth and a wide sphere 
of usefulness, and secondly, because of the sterling personal and business 
integrity of their officers whose character is an unimpeachable guarantee 
of the soundness of the great educational institution conducted by them. 

Yours sincerely, 




^ 



FROM LIVY S. RICHARD, ESQ., 

EDITOR SCRANTON TRIBUNE. 

GUARANTEED THE LARGEST CIRCULATION IN SCRANTON. 



Scmiiton I^^^^^R? tebimc. 



DAILY. EXCEPT SUNDAY 

PUBLISHED BV 

THE TRIBUNE PUBLISHING CO., 

TRIBUNE BUILDING, 

WASHINGTON AVENUE. 



SCRANTON. PA., March 29, 1900. 
Mr. Rufus J. Poster, 

Pres. International 

Correspondence Schools, 
Scranton, Pa. 
Dear Sir :- 

The grov/th of The International Correspond- 
ence Schools in the number and geographical dis- 
tribution of their pupils has been one of the 
modern wonders of the world, as v;e have viewed it 
here at home; but the wonder ceases to be v/onder- 
ful when examination is made of the thorough in- 
struction v;hich you give and of the fidelity with 
which you fulfill every promise. The Schools and 
their officers and instructors have honestly 
earned their high standing, which fact is nowhere 
better appreciated than in this city, where your 
institution has its headquarters. 



Very respectfully, 

1/ Ed 



Editor. 



404 



FROM HON. JAMES MOIR, 

MAYOR OF SCRANTON. 




JAWEr5 TAGIl^ ^^AyGF ^^ 

HC«AT.TOlt ^ECI^OARY ( ^C la'// /(^^/7y. Q^l: ft.pril 20th, 1900, 



Rufus J. Poster, Pres., 

The Colliery Engineer Company, 
Scranton, Pa. 
Dear Sir:- 

It gives me pleasure to add to the testimony of others, 
my opinion of the great work on educational lines being prosecuted by 
The International Correspondence Schools of this city. My personal 
acquaintance with the officers of the Schools, the directors of the 
company and many of the principal instructors, enables me to state that 
the institution is a thoroughly reliable one and a credit to our city. 

The buildings owned and occupied by the Schools are an 
ornament to our city, and the splendid character of the Schools makes them 
\7orthy of such a home, and continued success. 

Yours very truly, 




405 



iPi 



J 



FROM COL EZRA H. RIPPLE, 

POSTMASTER OF SCRANTON. 






March 30, 1900 



Mr. Rufus J. Poster, 

International Correspondence Schools, 
Scranton, Pa. 
Dear Sir :- 

It gives me great pleasure to congratu- 
late you on the constant Increase in business which 
is evidenced by tlie greater amount of incoming and 
outgoing mail of your schools. Prom frequent visits 
to your schools and examination and investigation of 
its methods, I cannot conceive how a better system 
can be devised than tnat you .have in operation. And 
it has been a matter of great surprise to the offi- 
cials of the Post Office Department, whom it has 
been my pleasure to take through your schools, to 
know that a business of such magnitude is being car- 
ried on in this city. If it were possible for 
people all over the world to know the confidence and 
respect which your institution enjoys at home, there 
T/ould be practically no limit to the business which 
you might be enabled to do, and I take great pleasure 
as one who has had an opportunity to know something 
of your institution, to attest to the integrity and 
business capacity of its officers and managers. 



Respectfully yours, 




FROM JAMES A. LANSING, ESQ., 

PRESIDENT SCRANTON STOVE WORKS, 
PRESIDENT SCRANTON BOARD OF TRADE. 



a f tyATsoN. 




' WORKS: COR JEFFERSON AVE AND NEW YORK ST 



(2)crdntoR, Pd.^^r. 29th, 1900 

The International Correspondence Schools, 

Scranton, Pa. 
Mr. Rufus J. Poster, Pres. 
Dear Sir;- 

In reply to your letter of Mar. 27th, asking that writer express 
his opinion, frankly and freely, regarding the character of your School as 
an educational institution, would say, that having been familiar with 
.the same since it was founded in our City, and a large number of the 
employes of our Company and friends of the writer having taken courses 
in your Institution, their universal endorsement, and writer's personal 
observation, leads him to believe that your School is worthy of the 
highest endorsement, and he believes it to be the best Institution for 
technical education in this country. 

I also take the greatest pleasure in endorsing the Pounders and 
Managers of this Company, as men of the highest character, standing and 
ability, and worthy of the fullest confidence in an educational, business 
and personal capacity. 

Very restJectff/( 




407 



m 



FROM HON. T. V. POWDERLY, 

COMMISSIONER GENERAL OF IMMIGRATION 
EX-MAYOR OF SGRANTON. 



Treasury Department 

OFFICE OF C0MMIS8I0NER-QENERAL OF IMMIGRATION 

Washington, April 6, 1900. 

To whom it may Concern: 

It gives me pleasure to testify as to the value of the In- 
ternational Correspondence Schools of Scranton, Pa., to working- 
men who are ambitious to rise to such positions in life as can 
be held only by those having sufficient technical education. 

The system employed in The International Correspondence 
Schools is one by which any man can learn and was originated by 
Mr. T. J. Poster, Gen. Manager of the Schools, in 1891. Its de- 
velopment to the present standard entailed the expenditure of a 
vast amount of money and hard work. The Colliery Engineer Co., 
o^Amers of the Schools, and of which Mr. Poster is Treasurer and 
General Jlanager, is financially one of the strongest institutions 
in Scranton, and enjoys an enviable reputation for carrying out 
all its promises. 

The handsome buildings owned and occupied by the 
International Schools were built by Union Labor, and none but 
members of the Typographical Union are employed in the extensive 
printing plant ovmed by the Colliery Engineer Co. 

Respectfully yours. 




FROM J. A. PRICE, 

BUSINESS AGENT BUILDING TRADES COUNCIL, 
AND 

J. M. KNOWLTON, 

BUSINESS AGENT CARPENTERS' UNION. 



•»£^ ORGANIZED APRIL 8th r 895. ^S* 

+ + OF SCRANTON AND VICINITY. + + 

Meets Second and Fourth Monday Evenings 

AT CARPENTERS' HALL, ^^O BuSIN^ AGENTS' OFF.CE, 

22S»«t. 227 WYOMING AVENUE. .,*CtACKAWANNA AVENUE. 



.j?Ci-«>^^«^. -J:^^.^ April 20th, 1900. 
Rufus J. Poster, 

Pres . The Colliery Engineer Co. 
Dear Sir:- 

Pron personal knowledge vfe can most heartily commend The Inter- 
national Correspondence Schools, conducted by your Company. We recognize 
the fact that education is the most potent factor in raising the standard 
of workmen and artisans, and that your institution is doing a great work 
in making it possible for them to secure such education as will help them 
to advance their interests Your splendid buildings erected and equipped 
by Union Labor, and your strictly Union printing house, are monuments to 
your Company's friendliness to Organized Labor. 

Yours sincerely. 




PP 



FROM HON. THOS. MCQAMANT, 

EX-AUDITOR GENERAL OF PENNSYLVANIA. 



THOS. MCCAMANT, 

attobhey-ot-Law, 

Ma. 18 NORTH THIHD STREET, 



■U€^4^^ 



April 7, 1900, 



Colliery Engineer Co., 

Scranton, Pa. 
Gentlemen:- 

I have visited The International Correspondence Schools, of 
Scranton, Pa., of which you are the proprietor, and have inquired into 
their system of education and witnessed their operations, and I take 
pleasure in saying that said system is thorough and complete in all that 
relates to an education in Engineering and Mechanical Professions and 
Trades, by means of correspondence. They are equipped with a corps of 
competent instructors and assistants. I do not know where they have an 
equal in the United States, and they are deserving of all the support they 
receive. A personal acquaintance with your officers enables me to say 
they are men of excellent character, and of sound judgment and business 
capacity, and your financial standing is of the very best. You are 
doing a great work and I commend you to the confidence of the public. 

Truly yours, 



410 



STIDENTS' AID DEPARTMENT 



Part I. 

Letters from Firms seeking compe- 
tent employes, and letters from Stu- 
dents who secured the positions. 



wm 



STIDENTS' AID DEPARTMENT. 



Employers appreciate the advantage of employing educated men. We are 
constantly reminded of this in our correspondence both with students and 
employers. When employers want new employes, tliey write to us for assist- 
ance in obtaining them, and this assistance is rendered for our students through 
the Students' Aid Department without charge to either party. These requests 
for help are for situations of all grades, many of them among the most impor- 
tant and responsible at their disposal. While it is impossible for us to promise 
a position to any student, we are daily placing many in responsible and well- 
])aid situatioiis. 

Assistance in Securing Situations. 

If the student is making application for a new situation, this Department 
will write to as many persons or companies as he may desire, describing his 
educational qualifications for the situation he is seeking. This, combined with 
the recommendations of former employers, frequently turns the scale in favor 
of our students. 

Certificates of Progress. 

For every Division of his Course through which a student passes, he re- 
ceives a handsomely lithographed Certificate of Progress, issued under the seal 
of the Schools and signed by the Principal, stating that he has successfully 
completed the studies embraced in that Division. 

Notice to Employers of Progress in Studies. 

As often as he completes a Division of his Course and receives a Certificate 
of Progress therefor, this Department will, upon request, notify his employer, 
foreman, superintendent, or any other person, of his progress, This is one of 
the chief benefits of this Department to students, because it brings to the atten- 
tion of their present employers the fact that they are students in our Schools 
and are making progress in their studies, and when opportunities for promotion 
offer, he will then receive much more favorible consideration than could other- 
wise be expected. 

No Action Witliout the Student's Permission. 

As the work of instruction is conducted with the greatest possible privacy, 
we send notices regarding the student's progress only upon his request. For 
this purpose, the student receives three blank forms of request with his first 
Certificate of Progress, the first for notifying employers or others, of progress 
made in studies, the others for assistance in securing employment. The 
student can fill out these forms and return them at any time thereafter; and on 
their receipt we will communicate with the parties mentioned, or with other 
parties who have employment to offer of the kind for which he is fitted. 

Students are urged to do as well and advance as rapidly in their studies as 
possible, because the Students' Aid Department can certify only to the subjects 
completed and the excellence of work done therein. 

412 



R. H. Norton, 

Superintendent, 



0. Ne who use, 



q. E. 



San FranciBco and San Joaquin Coal Co., 

Operating Tesla Coal Mines, Alameda Co., Gal, 



In charge Stq^erintendent 's Office, 

Tesla, Cal. Mch. 6th, 1900. 



The International Correspondence Schools , 
Scranton, Pa. 
Gentlemen: 

Can you recommend 4 or 5 bright active energetic young men with 
technical educat ion, and 2 or 3 years suhsequent experience. This Is a 
large firm, not a coal mining conmunlty and I can use 4 or 5 good men, at 
salaries ranging from $3.50 per day to $125, 00 per month, with favorable 
chances for advancement on merit. 

The main faculty required is to be able to handle men, to get 
some degree of efficiency out of them. 

If you know of any such put them in correspondence with me, ajid 
oblige, 

Yours very truly, 



P. 1441. 



0. Newhouse, 

E. M. 

C. E. S. F, & S. J. C. Co, 



413 



HiP 



J 






iM- 







414 



_:_-Ll?/v;'. tJliit.-.- 







March Vth, 1900. 



The International Correspondence Schools, 

So rant on, Pa. 
Gentleiaen: 

In reference to our experience with your students, we v/ould say- 
that we have not been very successful up to date, in keeping them with us. 
Ve have had two, and each got "better offers, or offers of better positions 
at higher salaries, to return to the places that they left in coming to 



One we paid $1,500.00 per year, who was advanced to $1,800,00. 
The other whom we were paying §3,50 per day to, returned to his former 
hone for $125,00 per month. 

We are satisfied that the young man that earns his living and 
educates himself, at the same time, will stand at the head of his trade 
or profession, and we would like to have such men all through our estab- 
lishment. We now need particularly, a sheet-iron worker, a draughtsman, 
a foundryman and a machinist, to any one of whom or all, we will pay good 
wages and give steady enplo^/ment , with every opportunity to advance. 

Very truly yours, 

Ports. Fdy & Mch. Wks. per — 



^Js%^ 



Sup • t . 



115 



w 



^rtmof/f//. 



',.m/.. C^^JS. yaoa.- 



wA<-^>i,^^. (S^*--^^u^>a^. <:/<:swci^^^^-/f 



^1 -^ •<. < ■»_ 




/^Ver~f-~f-<^^ -"^^^t^t- A^-e-^ Cvi-^^ tSU^c^ <^Lc-;j)C-^^ ^sC-c^-c^*^-^ 



-d-<.-<-<--«- 






7n /5 g3^^ 



QT^-O CyO_*s-«---<::-<^<i-c-<,^-^.>>->v. 




416 



LONGDlSTiftCtTELEPMOKC 31 



The International Correspondence Schools, 

Students' Aid Department, 

Scranton, Pa. 
Gentlemen : 

Replying to your letter of the 17th inst., teg to advise that 
we are just in receipt of letter from Vlt, M. C. Patterson accepting our 
offer and advising that he will report for duty on the 27th inst. 

In regard to the second clause of your letter, would advise 
that quite frequently we have openings for bright active young men, 
although we never want to load ourselves up with indifferent or merely 
the average class, especially in the case of young men, as our chief aim 
is to acquire and maintain the highest stage of efficiency in our force, 
and will be -v^ry glad to advise you of our wants, feeling assured that 
you seek to make your recommendations of real value to those who receive 
them. 

Yours truly, 

Richmond Lege 

WMU 

Gen'l Supt 




417 




c^^-v^6>i.-^ 



.^/'^^ <^ZI- A-^.....>«-^ ^^^^ 







418 






^ 15^ 





o-^ 



■^ e-^tr- 







Paris, Tenn- 4/2/1900. 
lir, -J. M. Lower, 

Nashville, Tennessee. 
Dear Sir: 

Yours of 3/29 to hand, out of town business has prevented an 
earlier reply. 

I wish to have an assistant able to do plain, straightforward 
drawing and lettering, 'one who also imderstands construction &c suffi- 
ciently to make intelligent details of same. 

Hoping you will be able to find me such assistance and thank- 
ing you for your interest in the matter, I await your reply. 

Yours truly, 

D. V. Stroop. 

per E, 
419 



<i). ^. SH:/toop, 



C)vc*l*U<t CV»*il fiw.pcVl^vttf^'i^OVt, 



Paris, Tenn- 4/ 12/ 1900, 



1^. J. K. Lower, 

Nashville, Tenn- 
Dear Sir: 

Some time ago I replied to yours of even date, regarding the 
services of an architectural draughtsman. 

What is the prospect of your success in securing the services 
of a young nan for me, at no distant date, as my work is piling up and I 
do not like to turn it away. 

Hoping to hear from you very soon, I am, 

Yours truly, 

D. V. Stroop. 

Per E. 



INDUSTRIAL SCIENCE 

Taught by Mail. 




The International Correspondence Schools . 



O^^ 






420 






U^YX^fiiiJilycZi^ ^ ^4^ ^^-i^'^<-<^ ^/CCa^^ aA.CJt^^ /?t^ 



4:Ly 



421 



Mesitxn (Blrrttic QTomprnt^ 



Uay 25th, 1900. 



IJITERNATIONAL CORRESPOJrOEIJCT: SCHOOLS, 

14 East 17th St., 

New York, ]T. Y. 
Gentleaen : 

We are in need of a niimber of young nen in our Draugliting Dept. 
to work up into positions as Draughtsmen. 

If any of your students, residing in this vicinity, are opQn 
for such position we shall be pleased to hear from then. They need "not 
necessarily have taken instruction in the electrical branches. The work 
is similar to structural work in metal and wood. 

Yours truly, 



WESTERN ELECTRIC COMPANY. 



CnitL 



M 




/^^ /?(nr. 



/L^^4J^^^^ y^^^HLe^^2^<^ .Ju..<r^tyCc C(yvXjC?i .yfC&yu-^— ^Jj.^Cy(yi^^-tr4 
^^^^L»^~ ^^^^-<Vut^jc/~y\_t L/ylCiXyiA.^^^^^^^ fU,^--tA^^J-i^-^^ f^,^nyty^ 



422 



Part II. 

Letters from Students who have 
secured positions through the 
Students' Aid Department. 



W. H. PUTNAM, Presiaent, 



F. V. WILLIAMS, Sec. and Treas. 




Interstate Manufacturing Co. 

WHOLESALE <k.^». 
MANUFACTURERS 

Bce-Hivcs and Bcc-Kccpcrs' Supplies, 

Mouldings, Flooring and Siding. 

Jobbers in Lumber, Lath, Shingles and Builders' Supplies. 



Hudson, Wis. 



.,.g>!^-ty^(T .^^^^LyL-C^ ^^-^^i.^<^i^ 7^, ^ 



yi^'i^-'i 






yi-^^t^/U-o^z^(--*-'^ 






-tJ^ 



^rtA/l^ tjC 



4:>tA^ 



il 



^ JIS30/ 






424 





aA 



O. -2. / /f ^-O 










\M^1MA^ Oj^aam ^:i'a<:f . 









a.^. 



Alb 



»tN--FOB TM£ WHOLE MAN 



" "ci^^::p,:rcoL,,,„ young men's 

IRVING R. TODD 

CHRISTIAN ASSOCIATION 



THEO. E. B1.EICK, M. D. 

263-5 Main Street "''"'"' "''"="" 

New Rochelle, N. Y.. JIaj^...,.^^ C-'UC: /fee. 






^a>,^^^xi^_ 



426 



-tUa^2Z/u^>i^tAA^ 















427 



?!W 













428 



jUJ:^.-^,., JLl --iirJ '^■'r, 









/-VXyOV-U^ 







429 



-^-cw^ yfPc^^/^ /? ^c^ ^^^/?^. 



^ -^^ O^^w-wT ^o^ol^ — - 










430 









^ Ji, Jd. 







431 



'' • '"' 7L 









^^ 



/.c^r^ .-^ 










Part III 

Letters from Firms and Corpora- 
tions acknowledging the receipt of 
information concerning the prog- 
ress of employes that are students 
in The International Correspond- 
ence Schools. 



433 



^HW 







e/wr/^r>^,^/VJ: 



Local uid Lone Dlstanoe Telepbone Ooimectkm. 

■^' Aug. 1, /^/f 8 



The Colliery Engineer Co., 

Scranton, Pa. 
Gentlemen: 

I have your letter of the 28th ult., and am pleased to learn 
that you can report bo favorably on the course Just finished by Mr. W. H. 
Quackenbush, one of our employees. We have manifested considerable inter 
est in his work and have given him opportunities to make drawings when 
not engaged upon his regular duties as we were desirous of having him 
become as proficient as possible. He is a young man of exemplary habits 
and studious so that when he has completed the full course, and has had 

practical experience, he will certainly be a desirable employee for any 
large manufacturing concern to have in their service. 

Respectfully yours, 




434 







CORTLANDT ST, 



©%M^'y/: Apr 



11 24tli, 1899, 



International Correspondence Schools, 

Scranton, Pa. 
Gentlemen: 

We beg to acknowledge receipt of yours of April 21st, and would 
say that the capacity in which Mr. Vem Riper is en^jloyed, he is proving 
very satisfactory, and if is to "be hoped that we will he ahle to advance 

him from time to time as he learns more of the underground cahle "business, 
in which he is now enqjloyed. 

We shall be pleased to learn of his progress in your school. 

Very truly yours. 




CENERAU ELECTRIC COMPANY 



LYNN, Mass. May lo, 1900. 



International Correspondence Schools, 

Scranton, Pa. 
Gentlemen: 

I thank yo\x for your favor of the 8th inst., by Mr. L. S. levy. 
I at! pleased to note that Mr. E. L. Nichols is making such good progress 
in his Electrical Engineering Course. 

Resp'y yours, 



wdjarAh. 



OMLtERClAL ElIG'R. LYIW VI^RKK. 



COMLtERClAL 



435 







International Correspondence Schools, 

Scranton, Pa. 
Gentlenen: 

We thank you for yours of the 12th inst., with information 
concerning Charles H. Brovm's progress in your Correspondence Course. We 
shall he glad to nave you keep us advised of any such young men in our 
enploy, hecause we prefer to make use of those of whose character we have 
some personal knowledge, and always try to follow the rule of promotion. 

Yours &c.. 



MEAD & TAFT, 
CONTRACTORS AND MANUFACTURERS, 
LANDING. N Y, 



LUKENS IRON &&TEEL CO. 



CORNWALL LANDING. N. V Hay 28, 1900. 



The Colliery Eng. Co., 

Scranton, Pa. 
Gentlemen: 

Your letter of the 26th received. We are pleased to know that 
Mr. A.. C. Davis, now in our employ at Tuxedo, is a graduate of your 
scliool, and that he has taken the course as enumerated in your letter. We 
shall do all In our power to retain such men in our enploy. Thus far we 
have heen pleased with all that Mr. Davis has done for us. 

Yours very truly, 
(Dictated T. ) ^ W^ 



436 




B. F. STURTEVANT CO. 

BOSTON, MASS. 



Jamaica Plain Station, Boston, 5/6/99 

Colliery Engineering Co., 

Sc rant on, Pa. 

Gentlemen: 

Your favor of the 4th inst, at hand regarding your student, 

Mr, Ernest L. House. We are pleased to note that he has taken such a 

complete course with satisfactory results. 'It is our pleasant intention 

to give him a chance in our electrical department within a short time, 

with we trust mutually satisfactory results. 

Yours very truly, 



B. F. STURTEVANT CO 

Address reply to Jimaic^ Piiin Station, Boston, Mass. 



Form 2079A 11-13-99 3M 
CHICAGO. ST. PAUL, MINNEAPOLIS & OMAHA RAILWAY. 



MACHINERY DEP*BTMENT. 



ST. Paul, Minn. March 13, 1900. 
Students' Aid Dept. I. C. Schools, 

Scranton, Pa, 
Dear Sir: 

I Taeg to acknowledge receipt of your letter of the 3rd inst. in 
regard to Mr. Uto. Leitch, Jr. I am glad to hear of him completing Mechan- 
ical Drawing course and will remem"ber him. 

Yours truly, 



Supt. M. P, & M, 
437 




[Miners OF THE 

CELEB f^ATED HUNTINGTON SEMI ANTHRACITE COAL 



Capita] Stock.$20,0CX). 




l^ftTWdTOK.i^RK. 



January 16, 1900, 



The International Correspondence Schools, 

Scrariton, Pa. 
Gentlemen: 

It is a pleasure to state that ilr. J. R. Yates, who has been j" 
the en^jloy of this company for several years, and who has recently gradu- 
ated a.z your school, is one of the most efficient men in the employ of 
this concern. Ahout a month since he assiined the duties of mine foremain 
at our ]Io. One nine, in v/liich position he has given complete satisfaction. 
V/e consider him a skillful and faithful mine foreman and a -credit to- the 
institution from v/hich he graduated. 

Very respectfully yours, 



/y6e^. 



Gen. il'g'r. 



438 



LOS ANGELES, CAL. Aug. 1,1898. 



Messrs. Colliery Engineer Co., 

Scranton, Pa. 
Gentlemen: 

We are pleased to acknowledge receipt of your esteemed favor of 
26tli with the very favorable report of our Mr. A. Holtgen. We are pleased 
to know that he is doing so well and that his ambition is leading him to 
take a through course in your schools, and while it will do him a great 
deal of good, personally, we feel that we are also greatly benefited. 

We know Mr. Holtgen to he very practical and thorough in every- 
thing he undertakes. He is a self made man in every sense of the word, 
and beginning without any education whatever, and from a very humble posi- 
tion, he has raised himself by his own personal efforts and ambition, 
until now he has the most responsible position in our employ, and is 
worthy the trust which we place in him. Anything you do for him or favor 
shown in any way will be appreciated by Mr. Holtgen and 

Yours van' trul 




•SrSEHD REPLY TO LOS ANGELES OFFICE, 348 Ea«t Secqnd atrtct.-Sa 



METROPOLITAN STREET RAILWAY COMPANY 



761 7th Avenue, 

New York, April 3, 1900. 



Dear Sir: 

Your favor of the 30th ult., calling my attention to the fact 
that Mr. J. C. Edwards, an ei:5)loye of this CoapsLny is a student of your 
schools, came duly to hand. Mr. Edwards at present is en?)loyed as a 
clerk in one of our division offices but originally was a conductor, re- 
ceiving the promotion on account of his excellent record. 

He apparently is desirous of going higher and I should certainly 
be very pleased to assist him in his ambitious efforts when the opportu- 
nity arrives. 

Truly ycT.rs, 




Ass't to iJen'l Supt. 



440 



^^y 18 iQcn 



W^- 




M 



'"^;^'M 



M 






Osm 



